War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Created and Written by Tamara Hancock
hancock.classroom@gmail.com
Fall 2010
Updated September 2011
This resource is freely shared by the author whose only
request is that she receives acknowledgement
of all quotations from and/or use of the resource.
IIK by Tamara Hancock
War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 1: Table of Content
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IIK by Tamara Hancock
Table of Contents
Section 1: Table of Content........................................................................................................................... 1
Table of Contents ............................................................................................................................. 2
Section 2: Conceptual Map ........................................................................................................................... 5
Conceptual Map ............................................................................................................................... 6
Section 3: Rationale and Context .................................................................................................................. 7
Rationale and Context ..................................................................................................................... 8
Section 4: Book Reviews ............................................................................................................................. 10
Trottier, M. (Illus. Meers, T.). (2007). Scholastic Canada biographies: Canadian heroes. Toronto,
ON: Scholastic Canada Ltd. ............................................................................................................ 11
Loyie, L., & Brissenden, C. (2006). When the spirits dance. Penticton, BC: Theytus Books........... 13
Nelson, S.D. (2006). Quiet hero: The Ira Hayes story. New York, NY: Lee & Low Books Inc. ......... 16
Bruchac, J. (2005). Code talker: A novel about the Navajo marines of World War Two. New York,
NY: The Penguin Group. ................................................................................................................. 19
Ningwakwe Learning Press. (2008). Honouring our peacekeepers: An overview of Aboriginal
veterans & peacekeepers. Owen Sound, ON: Ningwakwa Learning Press. ................................... 23
Summerby, J. (2005). Native soldiers foreign battlefields. Ottawa, ON: Veterans Affairs Canada.
....................................................................................................................................................... 25
Hutchinson, D., Dorion, A., & Desjarlais, R. (1997). Remembrances: Métis veterans. Regina, SK:
Gabriel Dumont Institute of Metis Studies and Applied Research Inc. ......................................... 28
Gaffen, F. (1985). Forgotten soldiers. Penticton, B.C.: Theytus Books Ltd. ................................... 31
Wilson, J. (2008). One peace: True stories of young activists. Victoria, BC: Orca Book Publishers.
....................................................................................................................................................... 34
Additional Books: ........................................................................................................................... 36
Carroll, A. (2008). Medicine bags & dog tags: American Indian veterans from colonial times to
the second Iraq war. Lincoln, NE: University of Nebraska Press. .................................................. 36
Holm, T. (2007). Code talkers and warriors: Native Americans and world war II. New York, NY:
Chelsea House Publishers. ............................................................................................................. 36
Gilbert, E. (Illus. Ruggeri, R.) (2008). Native American code talker in World War II. Westminster,
MD: Osprey Publishing................................................................................................................... 36
Boyden, J. (2005). Three day road. Toronto, ON: The Penguin Group. ........................................ 36
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IIK by Tamara Hancock
Sealy, B.D. & Van De Vyvere, P. (1981). Manitobans in profile: Thomas George Prince. Winnipeg,
MB: Peguis Publishers Limited. ...................................................................................................... 37
Dempsey, L. J. (1999). Warriors of the king: Prairie Indians in world war I. Regina, SK: Canadian
Plains Research Center. ................................................................................................................. 37
Currie, B. et al. (2008). The greatest Manitobans: They made a better province and a better
world. Winnipeg, MB: Winnipeg Free Press. ................................................................................. 37
Section 5: Lesson Plans ............................................................................................................................... 38
Lesson Plan # 1: Writing in Code.................................................................................................... 39
Lesson Plan # 2: Contributions and Medals ................................................................................... 43
Lesson Plan #3: When the Spirits Dance ........................................................................................ 48
Lesson Plan #4: Creating the Aurora Borealis ................................................................................ 53
Lesson Plan #5: Guest Speaker ...................................................................................................... 60
Lesson Plan #6: Native Soldiers – Foreign Battlefields .................................................................. 64
Lesson Plan Idea #1: Watch a Video .............................................................................................. 71
Lesson Plan Idea #2: Make a video ................................................................................................ 71
Lesson Plan Idea #3: Make a Comic ............................................................................................... 71
Lesson Plan Idea #4: Listen to Music ............................................................................................. 72
Lesson Plan Idea #5: Novel Study .................................................................................................. 72
Section 6: Annotated Bibliographies........................................................................................................... 73
Annotated Bibliography #1: Aboriginal Veterans: Stories of Honour and Heroism ...................... 74
Annotated Bibliography #2: Canada Remembers: Aboriginal Canadians in the Second World War
....................................................................................................................................................... 74
Annotated Bibliography #3: National Aboriginal Veterans Monument Activities ......................... 75
Annotated Bibliography #4: Canada Remembers Aboriginal Veterans Crossword Puzzle ............ 75
Annotated Bibliography #5: Code Talker Discussion Guide ........................................................... 76
Annotated Bibliography #7: Video - Aboriginal Canadian Veterans .............................................. 77
Annotated Bibliography #8: Music Video - The Veterans Honoring Song ..................................... 77
Annotated Bibliography #9: Music Video - Bear Creek – Veterans Song ...................................... 77
Annotated Bibliography #10: Music Video - Little Otter Singers - Veterans Honor Song at LCO
Honor The Earth Pow Wow ........................................................................................................... 78
Annotated Bibliography #11: Music Video - Black Lodge Singers - Soldier Boy (Veteran Song) ... 78
Annotated Bibliography #12: Cree Code Talkers Kept Allied Secrets Safe during the Second
World War...................................................................................................................................... 79
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Annotated Bibliography #13: Canada’s Windtalkers by David Stonehouse .................................. 79
Annotated Bibliography #14: Website - Aboriginal Veterans Tribute Homepage......................... 80
Annotated Bibliography #15: Aurora Borealis (Art Idea) ............................................................... 80
Annotated Bibliography #16: Navajo Code Talkers’ Dictionary ..................................................... 81
Annotated Bibliography #17: Navajo Code Talkers - World War II Fact Sheet.............................. 81
Annotated Bibliography #18: Video: Wapos Bay - Something to Remember ............................... 82
Annotated Bibliography #19: Miscellaneous Supplies – Digital Camera and Tripod..................... 83
Annotated Bibliography #20: Essay - Aboriginal Soldiers in the First World War ......................... 83
Annotated Bibliography #21: Documentary - Forgotten Warriors ................................................ 84
Annotated Bibliography #22: Art Supplies – Clay .......................................................................... 84
Annotated Bibliography #23: CD - World’s Best Veteran Songs .................................................... 85
Annotated Bibliography #24: Art Supplies Used for the Aurora Borealis Art Project .................. 86
Annotated Bibliography #25: Art Supplies Used for the Creation of Medals ................................ 87
Annotated Bibliography #26: Canada Remembers Aboriginal Veterans ....................................... 87
Annotated Bibliography #27: S&S Learning Materials’ Novel Ideas .............................................. 88
Annotated Bibliography #28: S&S Learning Materials’ Literature Response Forms ...................... 88
Annotated Bibliography #29: Integrating Aboriginal Perspectives into Curricula ......................... 88
Annotated Bibliography #30: Independent Together.................................................................... 88
Annotated Bibliography #31: ELA Across the Curriculum Thematic Unit Plan .............................. 89
Annotated Bibliography #32: Tobacco and Fabric ......................................................................... 89
Annotated Bibliography #33: Talking Stick .................................................................................... 89
Annotated Bibliography #34: CD – 2009 ReVision Quest Season Two Episodes ........................... 90
Annotated Bibliography #35: VHS Video – Fallen Hero: The Tommy Prince Story ....................... 90
Annotated Bibliography #36: VHS Video – The Sharing Circle Season II Show 11: When Veterans
Dance ............................................................................................................................................. 91
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IIK by Tamara Hancock
War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 2: Conceptual Map
Grade 6 E.L.A.,
Social Studies, and Art
(Manitoba Curriculum)
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IIK by Tamara Hancock
Conceptual Map
Grade 6 Social Studies
Grade 6 Art
War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
Grade 6 English Language Arts
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IIK by Tamara Hancock
War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 3: Rationale and Context
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IIK by Tamara Hancock
Rationale and Context
I have chosen to create an Indigenous Inquiry Kit on Aboriginal veterans and war contributions as part of
a larger thematic unit for English Language Arts which is centered on Remembrance Day and why we
wear a poppy. In the unit I have students learning about the wars, and the war effort by Canadians,
while giving them time to reflect on why we wear a poppy today. The unit is heavily centered on English
Language Arts curriculum with ties to the Social Studies and Art curricular outcomes. In the unit,
students read information and stories about the war and how people responded to it, view videos and
images, listen to music, create art work that is related to the material being studied, and write a variety
of assignments. Through the five week thematic unit, it is hoped that students will gain a better
understanding of why Canadians have gone to war, what it is like for those who have gone to war, and
why we should show respect and appreciation to the members of the military, both past and present, on
Remembrance Day. The materials and resources that are part of this kit are not intended to be part of a
stand-alone unit, and are to be incorporated into this larger unit as a means of giving the students a
greater understanding and appreciation of the contributions of all Canadians.
The overall unit on “War and Remembrance” is a topic that is close to my heart. I am a military wife
whose husband has twice served for our country overseas in the combat mission in Afghanistan. I wear
my poppy with pride every November 1 – November 11, honouring those who served with my husband
as well as those who served before him. I have a great appreciation for the members of the Canadian
military and wish to extend that to my students and my classroom.
This unit is intended for a grade six classroom as the Social Studies outcomes for clusters 2 and 3 tie into
the theme of War and Remembrance. However, it was my aim to find resources that could be used or
adapted for use at various grade levels as at this time I do not know if I will ever teach in a grade six
classroom. Remembrance Day occurs every year, and as such, I hope to be able to use some of the
materials and activities in both this kit and my overall unit no matter what grade level I teach in future
years.
I chose to research and become more familiar with Aboriginal peoples’ contributions myself so that I can
better instruct my students. Prior to my research, my knowledge base came from university level
history classes. I feel that students in middle school should be able to read information or view images
about all Canadians and their efforts to truly gain an understanding and appreciation for why we wear a
poppy each Remembrance Day. Thus, I set out to find Aboriginal centered resources to help balance
other materials that are commonly used in schools for Remembrance Day instruction. However, this has
not been an easy task. Resources, particularly literature resources, have been difficult to locate but
through hard work and late hours spent researching, I now have a kit full of resources and materials to
aid in the instruction about Aboriginal veterans and their contributions to the war efforts as part of the
larger thematic unit.
I have not had the opportunity to teach any of my lessons created for this kit during my placement in
the fall of 2010. However, I have successfully taught a modified Aurora Borealis art lesson during a
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IIK by Tamara Hancock
previous placement to three different grade 3/4 classrooms in the spring of 2010. The students enjoyed
it greatly and produced many wonderful pieces. During my fall 2008 placement in MacGrgeor, I was
able to help instruct a War and Remembrance unit for a grade 5/6 classroom, from which my overall
unit is loosely based. During that placement I organized a presentation for the school from C.F.B. Shilo
in which students who don’t normally get to see and talk to a soldier in uniform were able to do so. I
plan on inviting a speaker to my future classroom, be it an active duty member of the Canadian Forces
or a veteran who can speak to the past (or both, if time and resources allow). While I plan on requesting
that the speaker/one of the speakers be Aboriginal, I will not necessarily have available resources to do
so.
I do not consider this kit to be final and complete. I would still like to find resources on the Canadian
Cree code talkers of World War II, a topic which has aroused interest in my husband as he did not know
about the use of the Cree language as a secret code, similar to that created by the Navajo peoples of the
United States of America. I would also like to look for information about Aboriginal women and their
contributions to the war efforts. In a related area of research, I would also like to find sources of
information pertaining to Aboriginal nurses who travelled to the battlefront. Additionally, as most of
this kit is geared towards World War I and World War II, I would like to find more information about the
contributions of Aboriginal peoples in the Korean War, the various peacekeeping missions, and the
Canadian military’s current mission in Afghanistan. There is, overall, much that could be added to this
kit once resources are located.
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IIK by Tamara Hancock
War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 4: Book Reviews
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IIK by Tamara Hancock
Book Review #1:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Trottier, M. (Illus. Meers, T.). (2007). Scholastic Canada biographies: Canadian heroes. Toronto, ON:
Scholastic Canada Ltd.
2.
Why book was chosen
This book was chosen because it contains a section written on Sgt. Tommy Prince, a Canadian Ojibway
soldier who fought in WWII with the Royal Canadian Engineers and later with the 1st Special Service
Force. Sgt. Prince also fought with the 2nd Battalion Princess Patricia’s Canadian Light Infantry in Korea in
1950. The courage Sgt. Prince shows during battle is described in this section in such a way that every
young reader will feel pride in this remarkable soldier. This book is also written in a language and style
suitable to younger readers or those reading at a lower grade level. The goal is to instill pride in our
Canadian Aboriginal Veterans, of which Sgt. Tommy Prince is a shining example.
3.
Summary/Overview of book
While the book contains sections on five different “Canadian Heroes”, the section on importance for this
kit is the section on Sgt. Tommy Prince. The section outlines Sgt. Prince’s career in a short, to-the-point
manner written in a style that is easy for young readers to read and understand. Part of the section
contains a description on Sgt. Prince’s heroism during the Italian campaign in 1944, where he crossed
enemy lines to lay telephone wire to an abandoned farmhouse where he took shelter, observing the
enemy and reporting back to his unit. Aside from his medals he was awarded for his participation in
both WW2 and Korea, the section also lists some of the accolades he has since received, including a wall
honouring him at the Vancouver Island Military Museum, a scholarship in his name, a street in his name
in Winnipeg, and a school named after him on his home reserve.
4.
Specific quotes from text
“Canada entered World War II in 1939. Tommy Prince enlisted the next year and joined the Royal
Canadian Engineers. He later said, ‘As soon as I put on my uniform I felt a better man’” (p. 22).
“To this day Sergeant Thomas George Prince remains Canada’s most decorated Native war hero, and a
credit to the chiefs who were his ancestors” (p.27).
5.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I quite liked the way this was written. While simply written, it contains enough information to interest
the reader.
The illustration on page 23 of Sgt. Prince laying telephone wire as he creeps up to an abandoned house
matched the text perfectly and helped inspire a wonderful mental visual image of Sgt. Prince pretending
to work in the field while making repairs.
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IIK by Tamara Hancock
It is nice to see Tommy Prince listed in a book of Canadian Heroes alongside such other notable
Canadians as Terry Fox. It gives the feel of his importance. However, it is said that he is the only person
of Aboriginal descent to be featured in this book.
6.
Reevaluating the story with reference to values, ideals, beliefs, and/or institutions of Aboriginal
peoples
While the section is brief, it appears as though Sgt. Prince remained humble even when being
congratulated on his successes. After his second honourable discharge from the army in October, 1953
he praised his fellow soldiers as follows: “They were a bunch of great guys. I’m here because they kept
me safe and brought me home” (p.25).
I especially liked the mention of how he would refer to a letter from his father as “a smoke signal from
the chief’ (p.22), his way of making sure that although his was a soldier in the army he was still a Native.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
Having read this short section on Tommy Prince, I wonder if there are any more literary works that
either delve into greater detail in regards to Sgt. Prince’s life or contain more information about other
influential Aboriginal veterans and war heroes.
While the section makes brief references to skills learned from his father which made him a skilled
marksman and trapper, I would like to know more about how his upbringing better equipped him for
the rigors of army life.
8.
Would you use/recommend this book for your school and/or classroom? (circle one)
Highly recommend
Do not recommend
9.
Recommend
Maybe for additional reading
Any additional comments?
This book would be a great way to introduce Aboriginal war heroes and veterans as it outlines Canada’s
most well-known Aboriginal veteran to date in a manner that is easy to understand.
On a side note, this book also contains sections on Terry Fox and Roberta Bondar. The section on Terry
Fox could be used in class during discussions around the annual Terry Fox Run. The section on Bondar
could be referenced for grade 6 science as part of the Solar System cluster.
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IIK by Tamara Hancock
Book Review #2:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Loyie, L., & Brissenden, C. (2006). When the spirits dance. Penticton, BC: Theytus Books.
2.
Why book was chosen
Originally the cover grabbed my attention, with a Native man dressed in military uniform, photos of
children and a backdrop of Northern Lights. My first thoughts were that this must be the story of the
man in uniform. However, while the man in uniform on the cover is part of the reason this book was
written, it is in fact the story of the Cree family left behind by the man in uniform when he went oversea
to fight in World War II. The book gives a great sense of what life was like at home and how, even when
the father of the family is not home, he family keeps on with the traditions.
This book is also suggested for ages 8 and up and is thus a good book for younger readers.
3.
Summary/Overview of book
The book is about Larry Loyie’s life in Rabbit Hill as his father is called away to war and what transpires in
the immediate years that follow. While growing up without his father around, Lawrence becomes the
man of the household and must utilize the survival and life skills has learned from his father and the
elders to help the family survive against attacks from American army deserters while maintaining a
traditional way of life and starting school.
The book is filled with pictures that highlight and accompany the text, giving faces to the names or
showing items or places that are mentioned in the story. The most interesting of these photographs is
one of the postcard Larry’s father had sent to the family while at war – it pictures his father dressed in
his uniform and is labeled “ Canadian Active Service Force Somewhere in England.” Due to security
reasons, Larry’s father’s exact location could not be given.
4.
Specific quotes from text
“Mama said sternly, ‘Your Papa is too old to go to the war. The army doesn’t want a man with so many
children’” (p.12).
“At suppertime, the children ate silently. Mama and Papa hardly spoke. Finally Mama said, ‘Papa is
leaving for the city on the midnight train. The army needs him after all” (p.15).
“Lawrence knew Rabbit Hill was where he belonged. His father had taught him the names of many
plants and the ways of the animals that lived there. Walking alone in the forest that summer studying
them, he felt so close to Papa” (p.16).
“’I bought smoked fish for you and the children,’ Grandpa said to Mama. ‘With your husband away, I’m
sure your family is not getting enough wild meat or fish to eat’” (p.19).
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“Lawrence thought about Sammy, his cousin. Sammy’s father was home all the time, while Papa was far
away. It wasn’t fair. On the other hand, he could do grown-up things now that Sammy wasn’t allowed
to do. It would be a long time before his cousin was allowed to camp alone. It made Lawrence feel a
little better to know he was outdoing Sammy” (p.29).
5.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
This is a very well written book that is simple yet powerful. The images described in the words on the
page are easily brought to life in the mind.
6.
Reevaluating the story with reference to values, ideals, beliefs, and/or institutions of Aboriginal
peoples
There is a great deal of Cree culture in the book. When possible, Cree names are used (with translations
to English) and there is a great emphasis on family, from the guests who stop by the house to the camp
grounds where they boil the birch sap. There is a great appreciation for nature as well, from
descriptions of the land and the trees in the forest to the mentioning of giving tobacco back to the land
in thanks for the sap provided to them.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
I now wonder what life was like for those families left behind who did not have the same support
network as the Loyie family did. When rations became scarce and they had to turn to the land for food,
Larry and his family were able to provide for themselves by hunting rabbits and harvesting birch sap.
There was also the visits to the Loyie household from Grandma and Grandpa to help with chores or to
offer food.
I am also wondering what Klim tastes like (the powdered milk substitute used at one point on Sunny Boy
cereal, which turned the Klim blueish in colour). It is only mentioned the once, but I can’t imagine
powdered milk being a preferred favorite in my household of milk drinkers. I personally love the creamy
taste of my 2% milk.
8.
Would you use/recommend this book for your school and/or classroom? (circle one)
Highly recommend
Do not recommend
9.
Recommend
Maybe for additional reading
Any additional comments?
At the end of the book, while looking at the Northern Lights, Kokom (Grandmother) tells Lawrence that
it is believed by the Cree people that “the lights are the spirits of our ancestors. Your grandmothers and
grandfathers are watching over you” (p.38). As an added extension to this piece, I have a Northern
Lights art project which uses blue and black construction paper and oil pastels to create a Northern
Lights display. The black construction paper is used to make outlines (silhouettes) of items in the
landscape, so students could use some of the nature descriptions from the book to complete the scene.
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Alternatively, students could create a silhouetted scene associated with Remembrance Day, such as
cross in rows. As a third option, students could combine the two ideas.
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IIK by Tamara Hancock
Book Review #3:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Nelson, S.D. (2006). Quiet hero: The Ira Hayes story. New York, NY: Lee & Low Books Inc.
2.
Why book was chosen
This book was chosen because it portrays a Native American war hero, gives a summary of his life and
his contributions to WWII, and is at a lower reading level. It also has some great illustrations that
accompany the text.
3.
Summary/Overview of book
Ira Hayes was a Native American born into poverty who came out of WWII a hero and icon of American
history. This story takes the reader through Ira’s childhood, his time spent in boarding school, his days
in boot camp and at war in Japan during WWII, and his return home as one of America’s war heroes and
icons. The story also describes how he was one of the six men to raise the American flag at Iwo Jima and
how he became an American icon through the famous photograph of the event, and how he was unable
to readjust to civilian life after the war.
4.
Specific quotes from text
“In August 1942, at age nineteen, Ira joined the United States Marine Corps. Before he left Ira went
home, where everyone gathered to say good-bye. The tribal elders praised his loyalty and patriotism.
Ira was ready to carry on the Pima tradition of being an honorable warrior” (p. 11).
“The men in Ira’s battalion became best buddies, and Ira finally felt as if he belonged. He was no longer
lonely. This was the happiest time of his life” (p. 14).
“When the three survivors returned home, they were treated like heroes. Ira was shocked to find
thousands of people cheering for him. He didn’t think he deserved all the attention. Ira told the crowds
that the soldiers who died on Iwo Jima and in other battles were the real heroes”(p. 23).
5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
Amazon.com has rated this book as for grades 1-4 or ages 9-11.
This book could be used in ELA as part of a Remembrance Day unit. It could also be used as part of a
hero/icon unit.
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Students could read the book and summarize his life for presentation.
Locations mentioned in the book could be labeled on a map (Social Studies).
Dates could be recorded on a timeline (Social Studies).
It could be used as part of a study on community (the various communities he belonged to over the
course of his life – family, school, marines, Pima peoples, etc.) (Social Studies).
As this is a book about an American, it really doesn’t fit in with the Canadian war contributions which is
a large focus in Cluster 2 of grade six Social Studies. It could maybe be considered for: 6-VI-007A Value
their Frist Nation, Inuit, or Métis language, heritage, and culture.
Possible Grade 6 ELA Outcomes:
2.2.1
5.1.3
Experience various texts – seek opportunities to experience texts from a variety of forms and
genres and cultural traditions; share responses.
Appreciate Diversity – observe and discuss aspects of human nature revealed in personal
experiences and in oral, literary, and media texts; recognize personal participation and
responsibility to communities.
6.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I was saddened to read that Ira had died just short of ten years after his historic flag raising day. I was
even more saddened to read that he gave in to alcohol upon his return as a way of dealing with the
loneliness. Unfortunately, drinking is an all too common “medicine for what ails you” in the military.
Thankfully, in today’s Canadian military, there are safe guards put in place to help those who are
suffering with readjusting to life at home after a deployment.
The illustrations that accompanied the text are simple yet vivid. They match the text perfectly, bringing
to life the words on the page.
I wonder how many Native Americans fought alongside their “white” brothers, as Ira did? How many
were segregated?
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
How many war veterans have returned home to feel the intense loneliness that Ira felt? How have
others coped? Did they turn to drinking, as he did, or did they turn to their tribes and a more traditional
way of life for support?
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8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9.
Any additional comments?
While Ira Hayes is an American, he is still a war veteran whose contributions helped lead the way to
victory. His story may be similar to many Canadians and should thus not be excluded. However, Ira’s
story should be accompanied by a Canadian’s story which would allow for some comparative analysis to
occur (perhaps the students could create Venn diagrams to represent the similarities and differences
between the two).
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IIK by Tamara Hancock
Book Review #4:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Bruchac, J. (2005). Code talker: A novel about the Navajo marines of World War Two. New York, NY: The
Penguin Group.
2.
Why book was chosen
I selected this book because it was the only novel I was able to find that fit my topic of Aboriginal
contributions to the great wars. It was also selected because upon further research, Scholastic rates the
book for grades 6-8 which is the grade range of concentration for the kit.
3.
Summary/Overview of book
This is the story of Ned Begay, one of the American Navajo code talkers who served for the United
States of American during World War II. It is written as the story he tells his grandchildren as he looks
upon the medal he received for his service to his country. The story starts as Ned is taken to boarding
school at the age of 6 where he is forced to learn and use English and his sacred Navajo language is
forbidden. As time goes on he grows from a boy being dropped off at boarding school to a 16 year-old
who desperately wants to enlist in the Marine Corps to fight for his country in World War II. After basic
training, Ned becomes one of a few select men, all Navajos, chosen to create and utilize a secret code
using his sacred language, the same language he was told to forget when he was a small boy. In the
thick of battle, Ned sends and receives crucial codes in his sacred language all over the Pacific as he
battles with his countrymen to ensure America’s victory over Japan. The novel ends with Ned returning
to his reserve. On the way home he stops in at a bar for a drink, as he is hot and thirsty, and it thrown
out because he is an Indian. After all his work on behalf of his nation, nothing had changed for him at
home.
4.
Specific quotes from text
“As my uncle reached the gate of the school, like all the other parents and relatives who had traveled for
to bring their children there, he was told that he had to go. He patted me one final time on my
shoulder, stroked his mustache with his other hand, and nodded slowly. “You will remember,” he said”
(p. 12).
“Tradition is the enemy of progress” (p. 23).
“All through Indian school we had been taught that white men knew everything. That day, for the first
time, I realized several things. The first was that bilagáanaas are not born knowing everything. The
second was that in many of the most important ways, white men are no different from Navajos. The
third? That no matter who they are, people can always learn from each other” (p. 67).
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“We were kept invisible. It was partially because our rue duty was kept such a secret from so many. But
I think it was also because we were Indians in what was still, even in the Marines, a white man’s world.
It was easy to forget Indians” (p. 87).
“ ‘Even out on the ocean,’ Bill said, ‘Father Sky will be above us. We will never be forgotten by the sky’”
(p. 90).
“ ‘When we saw them,’ Sam added, ‘we realized that our enemies were just human beings’” (p. 97).
“When he said [that there was no way to get water out here], Kee and Bill and Henry and I, the four
Navajos, looked at each other and nodded. We had all seen the clumps of prickly pear cactuses that
were growing everywhere” (p. 98).
“He took me by the arm and led me to a big rock near the ocean. We sat together there for a time
without saying anything. Then he bent over, pressed his palm on the ground, and lifted his hand up to
rest it against his heart. I knelt down on one knee and did the same, then swung my hand in the
direction of the rising sun. Gene-gene nodded. He understood that the land of my own heart was there,
far across the wide ocean. He placed his left hand on my chest and I did the same. We stood there like
that for a while feeling each other’s hearts beat with love for our sacred homelands. It was one of the
best conversations I ever had” (p. 103).
“A sense of humor can be just as important for a soldier’s survival as a gun or a foxhole” (p. 107).
“Remember, grandchildren, like so many other Navajos, I had grown up hearing only criticism and hard
words from the bilagáanaas about our people. We Navajos were stupid. We were lazy. We could not
be taught anything. We could never be as good as any white man. To hear what was now being said
truly made the sun shine in my heart.The Navajos have proven to be excellent Marines, intelligent,
industrious, easily taught to send and receive by key and excellent in the field” (p. 136-137).
“Never think that war is a good thing, grandchildren. Though it may be necessary at time to defend our
people, war is a sickness that must be cured. War is a time out of balance. When it is truly over, we
must work to restore peace and sacred harmony once again” (p. 139).
“Some even accused those men of being fakers and cowards. But we Navajos understand it well. Our
ancestors saw what war does to human beings. When we must fight other humans, injure and kill them,
we also injure a part of ourselves. Our spirits become sick from contact with the enemy” (p. 161).
“Although I had changed, the things that had made me feel sad and ashamed when I was a child in
boarding school had stayed the same. It didn’t matter that I had fought for America. It didn’t matter
that I had made white friends who would have sacrificed their lives to save me when we were at war. In
the eyes of those prejudiced bilagáanaas in that bar, I was just another stupid Navajo (p. 210).
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“But more important that any praise was the fact that we could now tell this story. We could tell our
children and our grandchildren about the way our sacred language helped this country” (p. 214).
5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes.
This book is rated for grade 6-8 on the Scholastic.com website.
This book would be used in a novel study in ELA. As it is rated for grades 6-8, it is a higher level reading
material and may thus be difficult for struggling readers to manage. Thus this book would be read in a
combination of small group, whole group, and teacher read aloud to ensure that all readers have a basic
understanding of the book and have the same opportunities to comprehend and complete assignments.
If needed, this book is also available on audio.
Scholastic has generated a series of Literature Circle questions based on Bloom’s Taxonomy which
would be used a basis for journaling.
I have two books from S&S Learning Materials which would be used to further understanding and
extend understanding. There are many options for students in these books and thus students would be
able to tailor their learning to their interests, including a variety of graphic organizers and hands-on
activities.
Possible ELA Grade 6 Outcomes:
1.1.1
1.1.2
2.1.2
2.2.1
3.1.2
4.4.1
4.4.3
5.1.1
5.1.3
5.2.1
Express ideas – engage in exploratory communication to share personal responses, make
predictions, and discover own interpretations.
Consider others’ ideas – select from others’ ideas and observations to develop thinking and
understanding
Comprehension strategies – use comprehensive strategies appropriate to the type of text and
purpose
Experience various texts – seek opportunities to experience texts from a variety of forms and
genres and cultural traditions; share responses
Ask questions – formulate relevant questions to focus information needs for an inquiry
Share ideas and information – share information on a topic with class members in a planned and
focused group session using a variety of strategies
Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies
[such as recognizing main idea and details, identifying inferences…] and show respect for
presenter(s) through appropriate audience behaviours
Compare responses – compare personal ways of responding and thinking with those of others
Appreciate diversity – observe and discuss aspects of human nature revealed in personal
experiences and in oral, literary, and media texts; recognize personal participation and
responsibility in communities
Cooperate with others – assist group members to maintain focus and complete tasks; identify
and solve group process issues
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5.2.2
Work in groups – select and assume role to assist in the achievement of group goals; engage in
ongoing feedback
6.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I love the way this book is written. It really does seem as though you are reading a story written for
someone’s grandchildren. The details are vivid but not bloody or gory when it comes to the war
descriptions. You are taken through Ned Begay’s life as he remembers it like it was a motion picture
played out on the pages of the book.
It really is a shame that those who served such a major role in the success of America in the war did not
receive recognition for so many years. I understand that they needed to keep the code and its
participants a secret in case they were needed again, but there should have been some way to recognize
their service well before they were invited to the White House in 1969.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
I would love to find information about the Canadian Cree Code Talkers to be able to show the students
what great contributions they made to Canada’s war effort. However, thus far I have only been able to
find a few places where they are mentioned on the internet and have not been able to find any books or
novels. The resources I have found are:
1) An article from the Globe and Mail, written by David Stonehouse, at the time of the release of the
movie Windtalkers starring Nicolas Cage and Adam Beach:
http://www.davidstonehouse.com/articles/windtalkers.htm
2) A write up on Canada’s Cree Code Talkers from the Veteran’s Affairs website: http://www.vacacc.gc.ca/youth/sub.cfm?source=feature/week2001/media01/cree
8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
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IIK by Tamara Hancock
Book Review #5:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Ningwakwe Learning Press. (2008). Honouring our peacekeepers: An overview of Aboriginal veterans &
peacekeepers. Owen Sound, ON: Ningwakwa Learning Press.
2.
Why book was chosen
I ordered this book from the Manitoba Education Instructional Resource Unit in Winnipeg. I had only a
brief description to accompany the title of the book to consider when ordering it. From that brief
description I thought that this book would be a good addition to my kit. It is a shorter, grade
appropriate book that, although is only a brief overview of the topic, would be a great addition to the
classroom library. It is something I feel that students would pick up and read on their own.
3.
Summary/Overview of book
In 24 short pages Honouring Our Peacekeepers: An Overview of Aboriginal Veterans & Peacekeepers
touches on pre-contact social make up, World War I, World War II, and Métis veterans, as well as brief
summaries of some of the Veterans themselves such as Sgt. Tommy Prince and Cpl. Francis
Pegahmagabow. There is a glossary of terms at the back of the book as well as some quotes from
veterans. There is also a brief summary of the Oka Crisis, which although an important part of Canadian
history, would not be considered to be part of this unit.
4.
Specific quotes from text
“In all theatres of war, Canada’s Aboriginal soldiers overcame cultural challenges and made tremendous
sacrifices and contributions to Canada in its’ efforts to restore world peace. It was an incredible
response consistent
with past tradition” (p. 5).
“During the First World War alone, at least 50 medals were awarded to Aboriginal people on Canada for
their bravery while sniping and scouting, and for performing other daring and heroic acts”( p. 7).
“Fifty-one men, members of the Curve Lake First Nation, enlisted in the war. This number is memorable
because it meant that every single man of fighting age in the community enlisted” (p. 16).
“Soldiers, both Native and non-Native, gave their lives to defend values that were and continue to
remain meaningful to Canadians” (p. 21).
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5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
There is a note inside the front cover that states that this book is Ontario LBS Reading Level 4. I looked it
up (http://firstnationliteracy.com/making-sense-of-literacy-books-and-their-reading-levels/) and the
reading level corresponds to grades 7-8. However, on the website for Ningwakwe Learning Press this
book is listed as a LBS 3 reading level, which corresponds to grades 5-6.
This book could be used as a reference book. Students could be broken up into small groups to look at
different parts of the book, summarize, and present to the class. This book could also be added to a
Remembrance Day classroom library and used for personal interest reading.
Possible Grade 6 Social Studies Outcomes:
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war effort
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
6-VI-007A Value their First Nations, Inuit, or Métis language, heritage, and culture
6.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
While I acknowledge the impact the Oka Crisis had on the Aboriginal peoples and communities, I
personally feel that it is out of place in this book discussing war contributions and war veterans. I would
guess that it is included because it is an example of war on Canadian soil.
While I am happy to have a resource that students would be able to utilize, I think the summary is a little
too minimal as it doesn’t go into any depth. This book, however, might create questions in the minds of
students and open them up to looking for more information.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
I wonder about how the communities were affected by the departure of their male population,
especially the Curve Lake First Nations community which saw every man of fighting age enlist for service
overseas.
8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9.
Any additional comments?
This book is available for purchase through the Ningwakwe Learning Press website at
http://ningwakwe.on.ca/catalogue.htm. Price: $9.95
ISBN: 978-1-896832-57-9
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Book Review #6:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Summerby, J. (2005). Native soldiers foreign battlefields. Ottawa, ON: Veterans Affairs Canada.
2.
Why book was chosen
This book is part of the Remembrance Series from Veterans Affairs Canada. It was chosen because it
contained a significant amount of information on Aboriginal veterans of WWI, WWII, and Korea.
3.
Summary/Overview of book
This book is presented in both English and French. It contains many summaries of veterans of WWI,
WWI and Korea, as well as brief summaries about why so many Aboriginal people joined the war effort.
Each summary of a veteran includes information on medals and recognitions awarded which showcases
just how valuable these Aboriginal soldiers were to the war efforts. There are many photos of the
individuals summarized throughout the book.
4.
Specific quotes from text
“On a voluntary basis, however, Native enthusiasm for the war effort was evident across Canada. Some
reserves were nearly depleted of young man. For example, only three men of the Algonquin of Golden
Lake Band who were fit and who were of age to serve remained on their reserve” (p. 6).
“Mostly, he sees his father [Cpl. Francis Pegahmagabow] as a peaceful man: ‘He was always saying how
we have to live in harmony with all living things in this world” (p. 11).
“It is unlikely that many Natives were among the approximately 2,500 Canadian conscripts sent to the
front between late 1944 and the end of the war. By that time, most able-bodied Indian men were
already serving voluntarily” (p. 22).
“Many Korean War veterans, including Ted Jamieson and Ronald Lowry, chose to remain in the Canadian
Forces. For men such as them, tradition became a career” (p. 40).
“We, your sons and daughters of today, remember you, spirits of the past wars and battles. We stand
for peace on this planet called Mother Earth. … We are armed not with the terrible weapons of
technology but with the wisdom of Elders. We have not forgotten, we will not forget. We will live for
our children and the future” (p. 40).
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“Native veterans have reason to be proud. More than 7,000 Indians served in the First and Second
World Wars and the Korean War, and an unknown number of Inuit, Métis and other Natives also
participated. One Native veterans group estimates the 12,000 Natives served in the three wars” (p. 41).
5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This book is recommended for ages 13 and up by the Canadian War Museum. I would agree with this
for the most part, but I would not expect a student of age 13 to sit and read this whole book in one
piece. While not challenging in vocabulary and context, it is a history document and could thus be
considered “dry” by some young readers.
To use this book in the classroom, I would break it up into smaller units, giving each student a veteran’s
story to read and summarize. Students would be given a summary organizer/outline so as to enable
them to pullout the appropriate information. Students who are of a lower reading level who may
struggle with this activity could be paired up with other students. Students would take turns sharing
their summaries in a sharing circle format.
While I am thinking of this book in the context of a grade six classroom, it would be appropriate from
any grade level grade 6 and up. It could also be used as a reference guide for teachers.
Possible Grade 6 Social Studies Outcomes:
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world
conflicts
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war effort
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian
individuals and communities
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian
individuals and communities
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
6-VI-007A Vale their First Nations, Inuit, or Métis language, heritage, and culture
Possible Grade 6 ELA Outcomes:
3.3.2
4.4.1
4.4.3
4.2.5
Record Information – make notes on a topic, combining information from more than one
source; reference sources appropriately
Share Ideas and Information – share information on a topic with class members in a planned and
focused group session using a variety of strategies
Attentive Listening and Viewing – demonstrate critical listening and viewing skills and strategies
and show respect for presenter(s) through appropriate audience behaviours
Enhance Presentation – prepare detailed and organized compositions, presentations, reports,
and inquiry or research projects using templates or pre-established organizers
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6.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I am really quite thrilled that the government would put together a book such as this. In one stop I have
information on a general overview of Aboriginal participation in the great wars. However, this book only
really addresses those who were awarded medals or recognition for their service. It would have been
nice to have had some information on participants who were not rewarded with formal honours for
their service, heroism, and valour.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
There is only a brief mention of nurses in the book. I should still look for some information on Aboriginal
nurses who participated in the war efforts.
8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9.
Any additional comments?
This resource is part of the Remembrance Series available from Veterans Affairs Canada. I was
able to order my copy for free and was told it would take 6-8 weeks for delivery. In actuality it
took about a week for delivery, but if I was to order additional copies of this or any books in the
series I would make sure to order it early enough that I would have it well before Remembrance
Day. It is also available online in PDF format at http://www.vacacc.gc.ca/content/history/other/native/natives_e.pdf.
The Remembrance Series and other resources can be ordered from https://crorderscommandescss.vac-acc.gc.ca/order.php?m=categories&lang=en. All the resources available
from Veterans Affairs Canada are free to order.
~ 27 ~
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Book Review #7:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Hutchinson, D., Dorion, A., & Desjarlais, R. (1997). Remembrances: Métis veterans. Regina, SK: Gabriel
Dumont Institute of Metis Studies and Applied Research Inc.
2.
Why book was chosen
This book was chosen because it contains interviews with Métis veterans from WWI, WWII, and Korea. I
don’t have any other resources that discuss the Métis contributions to the wars.
3.
Summary/Overview of book
This is a book of thirty-three individual accounts of why they served in the war and to what degree they
served. Some were engineers, infantry men, radio operators, and rifle men. Some saw service overseas
and some remained in Canada for the duration of their service. Each chapter is written in the words of
the veteran who told their story, making this a unique book. The voices recorded on the pages of this
book have mostly passed away now, and thus this is the last chance anyone, students included, will be
able to hear the thoughts, fears and memories of their days in the Canadian army.
4.
Specific quotes from text
“Discrimination? Everybody was so involved in what was happening with the war that nobody was
involved in such pettiness. I don’t think you bothered to look at the colour of your buddy’s skin,
especially the guys who were involved in warfare” (p. 6).
“About one o’clock in the morning they told us to get ready; we were getting off on landing barges. I
could hear this bang, bang. It was enemy fire a long distance away, but I could hear it; my first sound of
the big guns and I was scared, wondering what I was doing there, why I had volunteered” (p. 13).
“I just felt like joining, that’s all” (p. 36).
“That’s one thing I found out; when you’re dirty and wet like that, boy, you don’t feel very healthy. It’s
the same thing when you go out to the bush; you get cold, then you come to the house where it’s warm
and you feel a lot better right away. Every time the army did heavy fighting, it had to be dirty weather”
(p. 49).
“I remember being pinned down all one afternoon, being shelled and not being able to pull back, even
though two companies near us had been nearly wiped out. One shell landed so close it broke the
handle of my shovel” (p. 71).
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“I was sworn in at Regina on the 10th of January, 1952. I was underage, but all you had to do was write
down an age and they never checked your birth certificate” (p. 111).
5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
As this is a book written in the words of the people interviewed, the language used is not overly
complex. It is the language commonly used by people. Thus, I think that some grade 6 students would
be able to handle this reading. However, I think it is best suited for grade 8 or above.
I don’t think I would have students read this book cover to cover. I think I would divide it up by chapter
and let the students work in small groups to summarize each veteran’s involvement.
Possible Grade 6 Social Studies Outcomes:
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war effort
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian
individuals and communities
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian
individuals and communities
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
6-VI-007A Vale their First Nations, Inuit, or Métis language, heritage, and culture
Possible Grade 6 ELA Outcomes:
3.3.2
4.4.1
4.4.3
4.2.5
6.
Record Information – make notes on a topic, combining information from more than one
source; reference sources appropriately
Share Ideas and Information – share information on a topic with class members in a planned and
focused group session using a variety of strategies
Attentive Listening and Viewing – demonstrate critical listening and viewing skills and strategies
and show respect for presenter(s) through appropriate audience behaviours
Enhance Presentation – prepare detailed and organized compositions, presentations, reports,
and inquiry or research projects using templates or pre-established organizers
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I am pleased that the Gabriel Dumont Institute was able to compile these interviews so as to preserve
their stories for future generations. However, there are Aboriginal veterans who served in the wars all
across Canada and it would have been nice to compile the stories of veterans from all across Canada.
~ 29 ~
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7.
My transformed thoughts: What is not written in the story but now I am thinking about…
I wonder why interviews such as those compiled here in this book were not done with more veterans.
We are now in an age and time where all our war veterans are dying and in many cases, their stories are
dying with them.
8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
9.
Any additional comments?
This book was downloaded from The Virtual Museum of Métis History and Culture website at
http://www.metismuseum.ca/resource.php/11667.
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Book Review #8:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Gaffen, F. (1985). Forgotten soldiers. Penticton, B.C.: Theytus Books Ltd.
2.
Why book was chosen
This book was loaned to me by the kind people in BUNTEP as they thought it would be very helpful.
Forgotten Soldiers is an informational text which contains an abundance of information about Aboriginal
participation in both World Wars. This is the most information I have found in one location during my
searches. Fred Gaffen, the author, is a historian at the Canadian War Museum in Ottawa, and as such
this text is well written and thoroughly researched.
3.
Summary/Overview of book
While there is a fair amount of history and background information in Forgotten Soldiers, the book is
Fred Gaffen’s response to his exhaustive searches for information on the subject of Canada’s Aboriginal
peoples and their service to Canada during the World Wars. According to the preface, as he was unable
to locate such information, so he took it upon himself to research and to write the resource. Within the
book there are accounts of some of the major battles fought overseas and some brief profiles of
soldiers, most of which were decorated for bravery or achieved recognition for their service. There is
also a section pertaining to the period between the wars and issues that arose then, such as land claims.
One of the most interesting sections of the book is the excerpts from the war diary by J.P. Brady, a Métis
and gunner in the Royal Canadian Artillery, 4th Medium Regiment. It gives a first-hand account of what
life was like in the battlefield. There are many photos of soldiers both at home and at war, as well as
photos of medals and other artifacts. The book is concluded with an honours listing of Aboriginal
soldiers who gave their life on the battlefields of Europe during the wars.
4.
Specific quotes from text
*Please note that I have doubled checked the grammar and punctuation on these quotes against the
text. I found both the grammar and the punctuation in this book to be a little different.
“In reading the accounts that earned native Canadians military decorations on the battlefields of both
World Wars, it becomes apparent that the skills of the Indian hunter and warrior came to the fore” (p.
15).
“Attached to the 114th Battalion was a thirty-piece band of whom most were Indians from the Six
Nations Reserve at Ohsweken. The band followed the battalion to Camp Borden and then went
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overseas to England where it toured for ceremonial purposes. A feature of their concert was Indian war
dances performed by some of the bandsmen. In 1917 the band was broken up and many of its
members were assigned to combat units” (p. 23).
“The Indians and Metis who fought in the Great War did so to help bring about a better world. Having
survived the war, however, many continued to live at the bottom of the economic ladder. One can
imagine the despair some experienced as the years passes and their lot did not improve, especially in
comparison to their white colleagues” (p. 31).
“In the early years of the Second World War stories abounded in the newspapers demonstrating the
support of Canada’s Indians for the war effort to help boost public morale and promote Indian
recruiting” (p. 39).
“In some of the battles Indians painted their faces or shouted traditional war whoops. Early on D Day,
Cherokees in war paint were among the first wave of U.S. paratroopers in Normandy. Indian passwords
and sign language were also used” (p. 47).
“About 3,500 treaty Indians probably enlisted of an Indian population of about 106,500 in the First
World War and of these I would estimate that over 300 were killed. According to the records of Indian
Affairs, during the Second World War of an estimated 126,000 Indians in Canada, total enlistments were
3,090 treaty Indians in the Canadian forces. Of this number over 200 were killed or died of wounds” (p.
79).
5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into the various curricular areas to achieve stated curricular outcomes
This book is too advanced for students in grade 6, for which this unit is being planned. This book may be
of some use to high school students but it would be a difficult read for many. I would consider this book
to be a resource book for the classroom teacher, although small excerpts could be pulled and used in
the classroom such as the war diary.
In the case of the diary, I could foresee having the students read through it and using it as a basis for a
writing assignment in which they would write entries into a diary as though they were the soldier at the
battlefront. This writing exercise could be done as a final assessment to the unit of study on war and
remembrances wherein students would combine knowledge that they have gathered through their
studies into diary entries. A war diary entry exercise based on the war diary in this book could be
connected to grade 6 outcomes in both Social Studies and English Language Arts as follows:
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Possible Grade 6 Social Studies Outcomes:
6-KG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian
individuals and communities
6-KG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian
individuals and communities
Possible Grade 6 ELA Outcomes:
1.1.3
2.3.5
Experiment with language and form – Experiment with new forms of self-expression
Create original texts – Create original texts [such as letters, short stories, media broadcasts,
plays, poems, video presentations, readers’ theatre…] to communicate and demonstrate
understanding of forms and techniques
6.
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I found the text to be rather dry and hard to read. It is very fact-oriented in nature which makes the
book difficult to read if you are not used to the nature of history based texts.
I really enjoyed the variety of pictures included in this book and the maps helped to pinpoint some of
the locations of battles.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
The focus of the information in the book is on soldier contributions. Once again, as I have previously
stated in other book reviews, I would like to find more information on nurses or other female roles that
were filled by Aboriginal peoples.
As this book was written in 1985, I wonder why a more current book hasn’t been printed that includes
the wars in Korea and Afghanistan as well as the many peacekeeping missions Canada has been a part
of.
8.
Would you use/recommend this book for your school and/or classroom? (Underline one)
Highly recommend
Recommend
Maybe for additional reading
Do not recommend
As I have stated above, this book would mainly be used as a teacher resource although excerpts may be
used to instructional purposes.
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Book Review #9:
1.
Book details (APA entry; include author & illustrator, year published, book title, location of
publisher, and publisher)
Wilson, J. (2008). One peace: True stories of young activists. Victoria, BC: Orca Book Publishers.
2.
Why book was chosen
At the end of a study on war remembrance, I feel that it is appropriate to look towards peace and how it
might be achieved. Thus, this book was selected because it delves into the idea of peace through the
work of many young peace activists.
The book is about many different peace activists, from all walks of life. The first entry, however, stems
from the Six Nations oral tradition in which a boy has been selected by the Creator to stop war and
bring peace to the nations.
3.
Summary/Overview of book
The book celebrates the accomplishments of children from around the world who have worked to
promote world peace in many different ways. Included in this book are is a Six Nations oral tradition
story, letters written by children in war torn countries, poetry, facts, and visually stunning artwork and
photos.
4.
Specific quotes from text
“The Creator instructed the boy to build a white stone canoe. When it was finished, he set out on his
journey to spread the Great Law of Peace and unite the warring Indian Nations. From then on, he was
known only as the Peacemaker” (p.3).
“We can’t change the whole world alone, but if I can teach people that if you put your hand in mine and
little by little we join more hands, maybe we can construct a new world” (p. 11).
“I know, Mr. Bush and Mr. Blair, that the lives of children will be destroyed if you drop bombs on Iraq.
Children must be kept safe.
No war on Iraq!” (p. 23).
“Forgive me now if I have injured your brother.
I was forced to pull the trigger
By elders who made my childhood wither” (p.28)
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5.
Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be
knit into various curricular areas to achieve stated curricular outcomes.
This book could be a launching pad for a student lead inquiry based project in which students could
explore ways that they could contributed to the efforts for world peace. As such, I propose the
following grade 6 E.L.A. outcomes:
Possible Grade 6 ELA Outcomes:
1.1.1
3.1.2
3.1.3
2.1.4
6.
Express ideas – engage in exploratory communication to share personal responses, make
predictions, and discover own interpretations
Ask questions – formulate relevant questions to focus information needs for an inquiry
Contribute to group inquiry – contribute to group knowledge of topics to help identify and
focus information needs, sources, and purposes for group inquiry or research
Create and follow a plan – create and follow a plan to collect and record information within a
pre-established time frame
My questions, inferences, visual images, thoughts, reactions, feelings, opinions
I adore the artwork in this book – it is simple yet stunning and thought-provoking.
It is rare to be able to read the words of children on topics as deep as peace, but it puts peace in a
context that children can connect to.
7.
My transformed thoughts: What is not written in the story but now I am thinking about…
I think that far too often, children feel that it is beyond them to make a difference in this world,
especially when it comes to making peace in our world. As such, I think that this book could serve as
inspiration for students who want to make a difference.
8.
Would you use/recommend this book for your school and/or classroom? (circle one)
Highly recommend
Do not recommend
Recommend
Maybe for additional reading
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Additional Books:
1. Carroll, A. (2008). Medicine bags & dog tags: American Indian veterans from colonial times to the
second Iraq war. Lincoln, NE: University of Nebraska Press.
This is a book about the involvement of American Indian men in women in the military from the
country’s earliest beginnings to the more current American lead mission in Iraq. Carroll draws
comparisons between the participation of American Indians and native traditions in Canada and Mexico
while drawing on an array of both oral traditions and archival records. Carroll also looks at how Natives
have both been influenced by and have influenced the US military.
This book would best be used as a resource for teachers.
2. Holm, T. (2007). Code talkers and warriors: Native Americans and world war II. New York, NY: Chelsea
House Publishers.
In this book, Holm details why the percentage of Native Americans who fought in World War II was
higher than any other ethnic group of American citizens. He also discusses the roles played by Native
Americans in World War II both on the home front and in the battle fields. The Navajo Code Talkers are
described in detail.
This book would best be used as a resource for teachers.
3. Gilbert, E. (Illus. Ruggeri, R.) (2008). Native American code talker in World War II. Westminster, MD:
Osprey Publishing.
Personal interviews with veterans have been combined by Gilbert to create this book. The story of the
Code Talker began in World War I and continued on to World War II, in which roughly 400 Navajo
speakers preformed the crucial task of transmitting secret coded messages along the front lines. This
book is also filled with numerous pictures of the Code Talker at work.
This book would best be used as a resource for teachers.
4. Boyden, J. (2005). Three day road. Toronto, ON: The Penguin Group.
This is a fictional story about the return of a young Oji-Cree man from the horrors of World War I,
injured and addicted to morphine, to his homeland in Northern Ontario. Xavier Bird spends three days
in the canoe of Niska, the last Oji-Cree medicine woman to live off the land while relearning where he
comes from while reliving his experiences on the front lines in Ypres and Somme.
This book could be used as a novel study in older grades (high school).
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5. Sealy, B.D. & Van De Vyvere, P. (1981). Manitobans in profile: Thomas George Prince. Winnipeg, MB:
Peguis Publishers Limited.
This book is a poignant retelling of the life and death of Sgt. Thomas (Tommy) George Prince, Canada’s
most decorated Aboriginal soldier.
While it may be considered a long read for some, this book could be used as part of a research project
on Tommy Prince. The class could be divided into groups, each being assigned a chapter to read,
summarize, and present.
6. Dempsey, L. J. (1999). Warriors of the king: Prairie Indians in world war I. Regina, SK: Canadian Plains
Research Center.
This book provides a detailed look into the life of the plains Indians in Canada, as they and the rest of the
country, entered into World War I. After thirty years of life confined to reserves, the plains peoples
enlisted in by the hundreds in the war effort. A focus of the book is that the Indians of the Prairie
Provinces enlisted in the military for three principle reasons, that being to escape the poverty and
stagnant living conditions on the reserves, to remain loyal to the Crown, and for the survival of their
warrior philosophy.
This book would best be used as a resource for teachers.
7. Currie, B. et al. (2008). The greatest Manitobans: They made a better province and a better world.
Winnipeg, MB: Winnipeg Free Press.
A collection of thirty great Manitobans which came as a result of a four month long search for the
Greatest Manitoban as undertaken by the Winnipeg Free Press newspaper. Highlighted amongst
doctors, athletes, political figures, historical figures, and scientists is Sgt. Tommy Prince, Canada’s most
decorated Aboriginal soldier.
This book could be used by students in a study of Great Manitobans. Students could read, summarize,
and present each of thirty men and women who make up Manitoba’s greatest people.
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War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 5: Lesson Plans
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Lesson Plan # 1: Writing in Code
Subject ELA
Topic Navajo Code Talkers
Grade 6
Objectives
To introduce students to the Navajo code talkers.
To provide a base knowledge of who the Navajo code talkers were during WWII and what their
contributions were.
To introduce the code used by the code talkers and allow students to use the code to create messages.
Learning Outcomes
ELA 1.1.3 Experiment with language and form – experiment with new forms of self-expression
ELA 2.3.4 Experiment with language – alter words, forms and sentence patterns to create new versions
of texts for a variety of purposes
ELA 3.2.1 Identify personal and peer knowledge – recall, record, and organize personal and peer
knowledge of a topic for inquiry or research
ELA 5.1.3 Appreciate diversity – observe and discuss aspects of human nature revealed in personal
experiences and in oral, literary, ad media tests; recognize personal participation and responsibility in
communities
ELA 5.2.1 Cooperate with others – assist group members to maintain focus and complete tasks; identify
and solve group process issues
5.2.2 Work in groups – select and assume role to assist in the achievement of group goals, engage in
ongoing feedback
Assessment
Students will be assessed on their ability to translate words into the code (i.e., write their name in the
Navajo code) and will be asked to hand in completed work for marking.
Students will be observed for participation in group activities and for sharing knowledge. Students will
also be given a self/group evaluation to complete.
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Connection to the Last Lesson
Please note that this lesson would be used as an introduction to a novel study of Code Talkers: The
Navajo Marines of World War Two by Joseph Bruchac.
It will be used as part of a larger study of Aboriginal contributions to the great wars as part of a thematic
unit on War and Remembrance.
Flexible Groupings
Activating – Individual, Pairs, Whole group
Acquiring – Whole group
Applying – Individual, Pairs, Small groups
Activating Strategies
1) Have the students come up with a definition of what a code is. Write the definition on chart
paper or on the board so that all the students can see it. If needed, the teacher may add to or
modify the classroom definition and will provide an explanation as to the reasoning for doing so
should the problem arise. Use the think-pair-share strategy to do this.
2) Have the students brainstorm types of code that they know. Text message shorthand is a
modern day example that the students may relate to.
3) Have the students brainstorm on what they think a Code Talker is. Use the think-pair-share
strategy.
Acquiring Strategies
1) Read to students background information about the Navajo code talkers from Native American
Code Talker in World War II by Ed Gilbert and/or from Navajo code talkers fact sheet
http://www.history.navy.mil/faqs/faq61-2.htm
OR
Give small groups of students sections of a write up on the Code Talkers and have them
summarize and share (puzzle piece approach)
2) Show pictures of Code Talkers at work during WWII
3) If available, show a short video (I currently do not have a video to show but I am sure there is
one available somewhere)
4) Discuss the code talkers' contributions
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5) Have students list advantages and disadvantages of the work of the code talkers
Applying Strategies
1) Give students an example of how the code might work. (For example, boy in Navajo code might
be "shush ne-ahs-jah tsah-as-zih." Shush is the Navajo word for "bear"; ne-ahs-jah is the Navajo
word for "owl"; and tsah-as-zih is the Navajo word for "yucca." If you take the first letter of each
translated word, those letters spell boy.)
2) The students will first work individually to spell out their own names using the Navajo Code
Talker’s Dictionary as prepared by US Naval History and Heritage Command website.
3) Students will work together to create messages using the dictionary. Then tell groups to
exchange papers to decode one another's messages. Encourage creativity!
4) If time and resources allow, have students work in pairs to relay message send in code over
walkie-talkies.
5) Have students come up with their own code (use English words) and create messages to be
relayed over walkie-talkies.
Learning Resources
1) Navajo code talkers dictionary http://www.history.navy.mil/faqs/faq61-4.htm
2) Navajo code talkers fact sheet http://www.history.navy.mil/faqs/faq61-2.htm
3) Gilbert, Ed. (Illus. Raffaele Ruggeri). (2008) Native American code talker in world war II. New
York NY: Osprey.
Different Ways of Learning
Learning Styles
Auditory
Students will listen to descriptions given.
Students will listen to each other.
Students will listen to codes given over walkie talkies
Visual
Students will look at pictures.
Students will watch video (if available).
Students will read/look at the code.
Students will read and decipher codes from other students.
Tactile
Students will create codes, writing them down.
Students will pass papers.
Possible Kinesthetic
Students may be able to move around to different groupings.
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Note- if walkie talkies are available, student will be able to move to different parts of the
classroom and/or school to relay messages, depending on resources (supervision)
Thinking Styles
Concrete sequential
Students will listen to discussions.
Students will watch video/look at pictures.
Students will recall any prior knowledge to the topic.
Students will create messages with the code and will create their own code.
Abstract random
Students will have opportunities to work in small groups and as a whole class.
Students will personalize the code by writing their own code and by creating messages with the Navajo
code.
Multiple Intelligences
Verbal/linguistic
Students will discuss.
Students will write and decipher code.
Logical/mathematical
Students will decipher code.
Visual/spatial
Students will look at pictures/videos (if available).
Interpersonal
Students will work in a variety of group settings.
Intrapersonal
Students will create messages that have meaning to them.
Possible Body/kinesthetic
Students may be able to move around to different locations to complete task.
Notes
After the completion of these exercises, the students will begin a modified Literary Circle study of Code
Talkers: The Navajo Marines of World War Two by Joseph Bruchac. I have questions that the students
can respond to in small groups which were located on the Scholastic website. By modified I mean that
we will read the book together, in small sections, so that all students can participate despite reading
level abilities. If necessary, modified questions can be created to ensure the success of all students.
I expect this lesson plan to take 3-5 days to complete, depending on time allotment.
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Lesson Plan # 2: Contributions and Medals
Subject ELA/Social Studies
Topic Aboriginal Veterans/Medals
Grade 6
Objectives
To introduce students to the unit.
To provide base knowledge Aboriginal participation in the Canadian Armed Forces during times of
conflict.
To have students create medals that they would award to veterans.
Learning Outcomes
Social Studies
6-KC-003 – Recognize Remembrance Day as a commemoration of Canadian participation in world
conflicts
6-KI-012 – Identify contributions of First Nations, Inuit, and Métis peoples in Canada’s war effort
6-KG-040 – Describe Canada’s involvement in the First World War and identify its impact on Canadian
individuals and communities
6-KG-042 – Describe Canada’s involvement in the Second World War and identify its impact on Canadian
individuals and communities
6-VG-014 – Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
6-VI-007A – Value their First Nations, Inuit, or Métis language, heritage, and culture
ELA
2.1.1 Prior knowledge – seek connections between previous experiences, prior knowledge, and a variety
of texts
5.2.1 Cooperate with others – assist group members to maintain focus and complete tasks; identify and
solve group process issues
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Assessment
Students will design a medal that they would give to an Aboriginal veteran. Students will have to write a
brief paragraph describing why they have designed their medal in the fashion they have. Particular
attention will be given to the use of medicine wheel colours (red, white, yellow, black), to animals or to
other Aboriginal symbols. Feedback will be given by the teacher.
Connection to the Last Lesson
This would be the first lesson in which students would explore the contributions of Aboriginal people in
the Canadian Armed Forces during times of world conflict.
This lesson is part of a larger thematic unit on War and Remembrance.
Flexible Groupings
Activating – individual and whole group
Acquiring – small group and whole group
Applying – individual
Activating Strategies
1) Students will start a classroom KWL (What you know, What you Want to find out, What your
Learned) chart on the topic of Aboriginal Veterans. Students will individually write what they
think they know on large sticky note (students may use more than one sticky note if they think
they know more than one thing).
2) The teacher will read out the sticky notes in no particular order. If there are commonalities
among the notes then they can be grouped together.
3) Discussion can be held if topics/questions arise
4) The process will be repeated for “What I Would Like to Learn” but students will only be given
one sticky note and thus must select only one thing they would like to learn about. Students
should be informed that due to time constraints and content availability that they may not get
to learn about each topic the students have suggested they would like to learn.
Acquiring Strategies
1) Students will be broken up into small groups (3-4 students) and given copies of Aboriginal
Veterans: Stories of Honour and Heroism to read together within their groups.
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2) Students will be given five small sticky notes each and must decide on five Very Important Points
within the text as a group.
3) Groups will present their Very Important Points. Each group will appoint a presenter and only
the presenter will speak on the group’s behalf.
Applying Strategies
1) Students will start to complete the “What I Learned” by deciding within their small groups one
thing that they learned through the reading. The presenter can tell the class what the group
learned as part of their presentation on the Very Important Points. Large sticky notes will be
placed on the chart. The chart will stay in the classroom and can be added to as the unit
progresses and students learn more about the contributions of Canada’s Aboriginal people to
the war efforts.
2) Students will design medals that they would like to award to an Aboriginal Veteran for their war
service as per the activity on the back of the Aboriginal Veterans: Stories of Honour and Heroism
handout. Students will first draw their designs on paper and then when they are satisfied they
can create the medal using paper, cardboard, ribbon and markers/pencil crayons. Completed
medals will be displayed within the classroom after students have given a short presentation on
their medal.
3) If time allows, students could also design and create medals that they would like to award nonAboriginal veterans. Students would write a short explanation as to why they chose their design
and outline any differences between the medals, if any. Reasons must be given for the
differences!
Learning Resources
Aboriginal Veterans: Stories of Honour and Heroism
http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/rrds_infsht_vet-eng.asp
Different Ways of Learning
Learning Styles
Auditory
Students will listen to instructions.
Students will listen as the text is read aloud in small groups.
Students will listen to presentations.
Visual
Students will read the text.
Students will view the KWL chart.
Students will view each other’s medals.
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Tactile
Students will use sticky notes to complete the classroom KWL chart.
Students will create medals.
Kinesthetic
Students will have opportunities to move around the room while changing activities.
Students will create medals.
Thinking Styles
Concrete sequential thinkers
Students will listen to discussion.
Students will read text.
Students will recall any prior knowledge.
Students will create medals.
Concrete random thinkers
Students will create medal.
Students will identify Very Important Points (VIPs).
Abstract sequential thinkers
Students will note prior knowledge individually.
Students will create medals.
Abstract random thinkers
Students will work in small groups.
Students will present.
Multiple Intelligences
Verbal/linguistic
Students will discuss.
Students will present.
Logical/mathematical
Students will identify Very Important Points (VIPs).
Visual/spatial
Students will design and create medals.
Students will view the KWL chart.
Body/Kinesthetic
Students will place their sticky notes on the KWL chart.
Students will create medals.
Interpersonal
Students will work in small groups.
Students will present.
Students will discuss as a whole group.
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Intrapersonal
Students will create their own sticky notes for the KWL chart.
Students will design and create medals.
Notes
This lesson plan assumes that students already have a base knowledge of images and colours that are
associated with Aboriginal peoples. If this is not true or if there is some doubt/questions a classroom
discussion can be held so that all students have the same level of understanding and background
knowledge.
I expect this lesson to take 3-4 days to complete.
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Lesson Plan #3: When the Spirits Dance
Subject ELA
Topic When the Sprits Dance
Grade 6
Objectives
Students will listen to a story and demonstrate appropriate listening and viewing skills.
Students will complete exercises to illustrate prediction, character analysis, reasoning and critical
thinking using the short novel When the Spirits Dance.
Learning Outcomes
1.1.1
2.1.2
2.2.2
2.3.5
3.3.1
4.4.3
Express Ideas - Engage in exploratory communication to share personal responses, make
predictions, and discover own interpretations.
Comprehension Strategies
Use comprehension strategies [such as asking questions, making notes, adjusting reading rate . .
.] appropriate to the type of text and purpose [including summarizing, outlining, remembering
ideas, and responding personally].
Connect Self, Texts, and Culture
Discuss own and others’ understanding of various community and cultural traditions in various
places and times as portrayed in oral, literary, and media texts [including texts about Canada or
by Canadian writers].
Create Original Texts
Create original texts [such as letters, short stories, media broadcasts, plays, poems, video
presentations, readers’ theater...] to communicate and demonstrate understanding of forms
and techniques.
Organize Information
Organize information and ideas using a variety of strategies and techniques [such as comparing
and contrasting, classifying and sorting according to subtopics, sequences, order of priority or
importance...].
Attentive Listening and Viewing
Demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference...] and show respect for presenter(s) through appropriate
audience behaviours [such as giving non-verbal encouragement, responding to emotional
aspects of the presentation...].
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Assessment
Teacher will observe the students for appropriate audience behaviours. Anecdotal records will be taken
as needed.
Students will hand in completed worksheets for marking. Completed worksheets will show an
understanding of illustrate prediction, character analysis, reasoning and critical thinking.
Connection to the Last Lesson
While students are completing these activities during their E.L.A class, students will also be examining
WWII to gain understanding to where and why it took place during their Social Studies classes. As When
the Spirits Dance is set in Canada during WWII, it is meant to accompany the Social Studies instruction.
This lesson is also part of a larger thematic unit on War and Remembrance.
Flexible Grouping
Activating – Students will work individually
Acquiring – Students will listen as a class and participate in class discussions. If resources are available,
students may work in small groups to follow along in the text.
Applying – Students will work individually. If resources are available, students may work in small groups
to use the book while completing their assignments.
Activating Strategies
1) Students will be shown the cover of the book When the Spirits Dance by Larry Loyie and will be
informed that we will be reading this book together as a class (teacher read aloud).
2) Students will be asked to predict what the book is about through the use of the worksheet “Reading
Preparation” on page 18 of S&S Learning Materials’ Literature Response Forms book. The answers for
questions 1, 2, and 3 will be written on the board for students to copy down and the teacher will talk to
students about how the information was found as it is answered. Questions 4 and 5 are based on
personal predictions and thoughts. Question 6 requires the teacher to read aloud the first and last
pages as well as a page from the middle of the book before students can make their own predictions.
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Acquiring and Applying Strategies
Students will listen attentively while the teacher reads the book aloud. Discussion will be held as
questions or thoughts arise. As there are four chapters, this part should take 4 days to complete,
reading a chapter a day.
Students will complete a worksheet after each chapter of reading which deals with reading. Prior to
students being given time to complete their work the teacher should hold a brief discussion related to
the topic of theassignment.
Tuesday: At the end of chapter 1, students will evaluate the main character by using the Character
Evaluation form on page 43 of S&S Learning Materials’ Literature Response Forms.
Wednesday: At the end of chapter 2, students will compare themselves to the main character. Students
will complete a Venn Diagram to depict how they view they are the same and different from the main
character. See page 40 of S&S Learning Materials’ Literature Response Forms.
Thursday: At the end of chapter 3, student will write themselves into the story as the new neighbor.
Students must decide their relationship to the main character and what they will do together. This only
needs to be a paragraph or so in length, not a full chapter! (page 60 of S&S Learning Materials’
Literature Response Forms).
Friday: At the end of chapter 4, students will evaluate the ending of the book. Were all the loose ends
resolved? Is the reader satisfied with the way the book ended? Why or why not. Students are then
asked to write their own ending to the story. (page 61 of S&S Learning Materials’ Literature Response
Forms).
The teacher will provide explanations on how to complete each exercise and will offer demonstrations
when further explanation is required. However, I do plan on having students evaluate what they are
reading using these forms and others from time to time and thus I hope that these forms will not be
new to them.
Learning Resources
At least 1 copy of When the Spirits Dance by Larry Loyie for the teacher to read aloud. Additional copies
would be a benefit to the class so that students could follow along in the book and see the many
interesting pictures that accompany they text.
S&S Learning Materials’ Literature Response Forms pages 18, 43, 40, 60, 61, one copy of each per
student
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Different Ways of Learning
Learning Styles
Auditory
Students will listen to the story.
Students will listen to each other during discussions.
Visual
Students will view the cover of the book.
Students will view the images in the book.
Students will view worksheets which have different ways of displaying information.
Tactile
Students will complete worksheets (writing).
Thinking Styles
Concrete random thinkers
Students will write themselves into the story.
Students will compare themselves to the main character.
Abstract random thinkers
Students will write themselves into the story.
Students will rewrite the end of the story.
Concrete sequential thinkers
Students will complete worksheets.
Students will listen attentively as the story is read aloud.
Abstract sequential thinkers
Students will complete worksheets.
Students will work individually.
Multiple Intelligences
Verbal/linguistic
Students will write.
Students will participate in discussions.
Logical/mathematical
Students will rewrite the end of the story.
Students will write themselves into the story in a logical manner.
Visual/spatial
Students will look at the images.
Interpersonal
Students will write responses and may share with their classmates as they do so, but this is not a
requirement.
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Intrapersonal
Students will write themselves into the story (creating character).
Notes
The lesson plan should take about a week to fully complete. This allows for 1 day of prediction and 4
days of comprehension as the story is being read aloud to the class.
There is an art activity that accompanies this lesson plan in which the students create Northern Lights
displays. The art activity (see Lesson Plan #4) should be done on Friday afternoon after the fourth
chapter has been read.
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Lesson Plan #4: Creating the Aurora Borealis
Subject Visual Art/ELA
Topic Aurora Borealis
Grade 6
Objectives
Students will create the Aurora Borealis using oil pastels and blending.
Students will create a silhouetted foreground using the theme of Remembrance Day.
Learning Outcomes
ELA
1.1.2
1.2.1
2.1.1
4.4.1
4.4.3
5.1.1
Consider Others’ Ideas
Select from others’ ideas and observations to develop thinking and understanding.
Develop Understanding
Reflect on prior knowledge and experiences to arrive at new understanding.
Prior Knowledge
Seek connections between previous experiences, prior knowledge, and a variety of texts.
Share Ideas and Information
Share information on a topic with class members in a planned and focused group session using a
variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual
and artistic representations...].
Attentive Listening and Viewing
Demonstrate critical listening and viewing skills and strategies [such as recognizing main idea
and details, identifying inference...] and show respect for presenter(s) through appropriate
audience behaviours [such as giving non-verbal encouragement, responding to emotional
aspects of the presentation...].
Compare Responses
Compare personal ways of responding and thinking with those of others.
Visual Art
A-C1 Students generate and use ideas from a variety of sources for creating art.
A-C2 Students develop original artworks, creatively integrating ideas and art elements, principles, and
media
A-V1 Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of
contexts
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A-L1
Students demonstrate understanding of the elements and principles of artistic design in a
variety of contexts.
Assessment
Teacher will observe the students and will interject to correct if student is using wrong technique.
Student will complete an image to be handed in and marked against a simple rubric
Connection to the Last Lesson
This lesson is to be started only after completing the novel When the Spirits Dance by Larry Loyie and
the comprehension exercises that accompany it. It is important that the final paragraphs of chapter 4 of
have already been read. It is likely that this activity would be completed on the Friday afternoon of the
week spent reading the novel.
This lesson is also part of a larger thematic unit on War and Remembrance.
Flexible Grouping
Activating – Students will work in small groups and in whole group
Acquiring – Students will view as a whole group
Applying – Students will create individually
Activating Strategies
1) Students and teacher will review the last few paragraphs of the book When the Spirits Dance by Larry
Loyie in which Grandma and Lawrence are looking at the Northern Lights (the Aurora Borealis). The
section may be read aloud again. At the end of the book, Lawrence and his grandmother are looking at
the Northern Lights in the night sky. Grandma tells Lawrence that the lights are their ancestors
watching over them.
2) Students will work in small groups to define “ancestors”. Definitions will be shared with the class and
a class definition will be formulated.
Acquiring Strategies
1) Students will look at Northern Light displays (online photos, personal photos, the cover of the book,
calendar photos, art, etc.). A brief discussion may be held about students’ own viewings of the Aurora
Borealis (when, where, how they felt, etc.).
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2) Students will watch a demonstration by the teacher of how the project is done using the following
directions (have the students gather around a center table so that all the students can see what the
teacher is doing to avoid having to demonstrate multiple times):
To create the northern lights the teacher will first demonstrate the following steps:
First, drawn a curved/wavy line on cardstock or manila tag (or plain white paper –
cardstock/manila tag suggested for durability) using a pencil. Jagged lines are not allowed.
The template can look anyway you see fit – the Aurora Borealis is always different. Reference
back to the images previously viewed for clarification.
Cut the template out along the pencil drawn line.
Select 3 colours of oil pastels. Let students know that they may share a pastel if more than one
wants to use the same colour (pastels should not be broken). More than one box should be
available for the class. The 3 pastels should be close in colour (i.e., three shades of green, a
yellow/yellow-orange/yellow green combination). This is called a Triad. Demonstrate what is a
Triad and what is not a Triad. If needed, refer back to a colour wheel.
Place the template on the blue contraction paper anywhere in the upper ¾ of the page (does
not matter if it is in landscape or portrait) which will be the night sky.
Colour in chunks along the edge of the template, alternating the 3 colours selected.
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When this step is completed, the template may be removed from the blue construction paper
and set aside.
Use your thumb to pull the oil pastels up and away, creating streaks that resemble the Northern
Lights. This is difficult to do right away and may require practice on a separate sheet of paper
prior to puling the pastels on the construction paper to get the feel for it.
Continue to create displays in the night sky until pleased with the result.
Use the black construction paper to create silhouettes on the bottom of the page (foreground).
Silhouettes should contain something related to Remembrance Day, something that the
ancestors would look down upon and feel honoured to see. Blown up bodies and war scenes
are not allowed. ** Remember that a silhouette does not have details; it is only the outline of
the shape. This is important to remind the students of as they will try to draw details.
3) Allow the students to select their oil pastels. Have the students show the teacher their selections
before they start work on their projects to ensure that they have a Triad.
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Applying Strategies
1) Students will create their own Aurora Borealis displays following the steps they were shown. The
teacher will circulate through the room offered advice, suggestions, and encouragement. When
necessary, the teacher will correct technique.
Students should practice pulling up the oil pastels to make the streaks for the Aurora Borealis prior to
starting their artwork. This can be done on small squares of construction paper.
2) If time allows, students may make more than one project. I students are able to make more than one
project, each picture should have a different scene in the foreground.
3) Have students write their names in the bottom left hand corner of the paper in white pencil crayon,
as if they were a professional artist signing their work.
Learning Resources
Canadian Space Agency:
http://www.asc-csa.gc.ca/eng/educators/resources/astronomy/module3/lesson2b.asp– where this art
idea originated from
When the Spirits Dance by Larry Loyie
blue and black construction paper
oil pastels
cardstock/manila tag (plain white paper is acceptable but less durable)
scissors
glue (stick preferred)
images of the Aurora Borealis
colour wheel (if available)
Different Ways of Learning
Learning Styles
Auditory
Students will listen to instructions.
Students will listen to the retelling of the final paragraphs of the book.
Students will listen to each other’s definitions for “ancestor”.
Visual
Students will watch the demonstration.
Students will view images.
Tactile
Students will create art.
Kinesthetic
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Students will create art.
Students will cut and paste.
Thinking Styles
Concrete sequential thinkers
Students will view demonstration.
Students will use oil pastels to create Aurora Borealis.
Concrete random thinkers
Students will choose own colours within guidelines.
Students will select and create their own design.
Abstract sequential thinkers
Students will work individually on the final project.
Abstract random thinkers
Students will create their own works of art.
Multiple Intelligences
Verbal/linguistic
Students will listen to instructions.
Students will define “ancestors”.
Logical/mathematical
Students will select 3 colours that go well together from a box of pastels.
Visual/spatial
Students will look at images.
Students will watch a demonstration.
Students will make a picture.
Body/kinesthetic
Students will create art.
Interpersonal
Students will work together to create definitions.
Intrapersonal
Students will work individually to complete the art project.
Notes
This lesson should take no more than an afternoon and may be an ideal way to end the week (Friday
afternoon activity). Once again, it is to be done after completion of the novel When the Spirits Dance as
it completes the lesson involving comprehension strategies using the same book (see Lesson Plan #3). It
is the wrap-up activity.
Students will have dirty hands from this activity. Allow time for hand washing or provide buckets of
water and paper towels in the classroom. If students prefer, their thumb may be covered with a Kleenex
or paper towel while they are pulling the pastels up, but this does not yield as nice of an effect as the
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bare thumb does. However, if the student will be more focused on the dirty thumb than the project,
allow the student to cover the thumb to keep it clean.
Name:___________________________
Aurora Borealis Art Project
Approaching
1 mark
3 colours used but not
close together on
colour wheel (no Triad)
Meeting
3 marks
3 colours used form a
Triad (close to each
other on colour scale)
Silhouette
Silhouette present but
does not reflect
Remembrance Day or
When the Spirits Dance
Directions
Student followed only
some directions
Overall
Image is somewhat
visually appealing but
may be cluttered or
unorganized
Silhouette displays
either a Remembrance
Day scene or a scene
from When the Spirits
Dance
Student followed most
directions, needed
some clarification
Image is visually
appealing, uncluttered,
organized
3 colours of similar
colour used (Triad)
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Exceeding
5 marks
More than one
complete Triad used
(can be on multiple
sheets)
Silhouette displays a
Remembrance Day
scene combined with a
scene from When the
Spirits Dance
Student followed all
directions
Image is visually
appealing, uncluttered,
organized and the space
is used well (negative
space proportional to
items)
IIK by Tamara Hancock
Lesson Plan #5: Guest Speaker
Subject ELA/Social Studies
Topic Presentation by a Veteran/member of the Canadian Forces
Grade 6
Objectives
Students will formulate questions to ask a guest speaker.
Students will use appropriate viewing and listening skills during a presentation by a guest speaker.
Students will reflect on what they have heard.
Learning Outcomes
ELA
1.2.1 Develop understanding – reflect on prior knowledge and experiences to arrive at new
understanding
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies
and show respect for presenter(s) through appropriate audience behaviours
Social Studies
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts
6-VG-014 Appreciate the sacrifices that soldiers and other Canadians made during the World Wars
Assessment
Teacher will observe students for appropriate audience behaviours. Anecdotal records will be made as
needed.
Teacher will mark and offer feedback to questions the students wish to ask the guest speaker.
Teacher will mark and offer feedback to final assignment after the presentation.
Student will reflect on the presentation through describing information learned that they thought was
interesting and why, and formulating new questions based on new knowledge after the presentation.
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Connection to the Last Lesson
This is part of a larger thematic unit on War and Remembrance. Students will have already studied the
World Wars as well as more current world conflicts such as the mission in Afghanistan. This
presentation would provide students with a primary source and will allow them to ask questions related
to their course work.
Flexible Grouping
Activating – Students will work individually to compost questions that they would like to ask
Acquiring – The whole class will participate in a presentation by a guest speaker – a Veteran or a current
member of the Canadian Forces
Applying – Students will work individually to respond to their own questions and to reflect on their
learning
Activating
1) Students will be informed that they will be receiving a guest speaker (likely the next day or later that
day). Give the name of the speaker and possibly some background information if known to get the
students interested.
2) Have the students come up with some good examples of questions that they could ask the guest
speaker. Record examples on the board or on chart paper.
3) Have the students come up with some bad examples of questions to ask (questions that aren’t on
topic, statements, etc.) and record those on the board or on chart paper.
4) Give the students time to formulate their own questions they would like to ask a guest speaker. Have
the students aim for 5 good questions.
Acquiring
1) Hold a brief discussion prior to the arrival of the speaker about appropriate viewing and listening
behaviours. This ensures that all students are aware of the expectations.
2) Inform students that they may not get to ask all their questions. They should be listening to the
presentation and to other’s questions as their questions may be answered indirectly.
3) Have students listen to a presentation by a guest speaker (current serving member(s) of the Canadian
Forces or a Veteran, depending on availability). Please note that while every effort will be made to
request an Aboriginal speaker, such a request may not be easily fulfilled. It is better to have a guest
speaker than none at all.
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Applying
1) Following the presentation, give the students time to record responses to their own questions (this
will not be done during the presentation to ensure that all students are actively listening and showing
respect).
2) Ask the students to reveal one or two things that they learned during the presentation that they
thought was interesting and have them explain why it is interesting to them.
3) Ask the students to come up with more questions, things they are now wondering about. These
should not be questions that weren’t answered during the presentation.
Learning Resources
To request a speaker from C.F.B. Shilo, call 765-3000, ask the operator for Lori Truscott. Be specific in
your request and have multiple dates and times available – the bookings go fast for Remembrance Day.
To request a Veteran come to speak to your class, contact your local Royal Canadian Legion branch or
use the contact us link on their website.
It may also be possible to request members of the community (Veterans) to come and speak to your
class.
The RCA Museum in Shilo often has a Veteran present for school group tours 765-3000 extension 3577,
cost is $2 per person.
An alternative is to go to a senior’s center or retirement home to talk to Veterans.
If the guest speaker is an Aboriginal, it would be beneficial for the students to provide an offering or
tobacco to show their appreciation.
Different Ways of Learning:
This is hard to classify as each presentation will be different. However, generally speaking:
Learning Styles
Auditory
Students will listen to a guest speaker.
Visual
Students will see a guest speaker, possibly in uniform.
Students may have the opportunity to view images, medals, equipment or other items
presentation).
Tactile
Depending on the presentation, students may have opportunities to touch items.
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Thinking Styles
Concrete sequential
Students will listen and view.
Students will ask questions.
Students may be able to touch items, depending on presentation.
Concrete random
Students will create their own questions.
Students will list interesting details and explain as part of their assignment.
Abstract sequential
Students will work individually to compose questions and responses after the presentation.
Abstract random
Students will reflect on their learning.
Multiple Intelligences
Verbal/linguistic
Students will listen to a presentation.
Students will compose questions.
Students will ask questions to a guest speaker.
Logical/mathematical
Students will listen to the presentation and the questions of other students for answers to their own
questions.
Visual/spatial
Students will view a guest speaker.
Students may have the opportunity to view images or artifacts, depending on presentation.
Interpersonal
Students will ask a guest speaker questions.
Intrapersonal
Students will reflect on the presentation.
Notes
The teacher will need to find out what the presenter needs (audio-visual equipment, what kind of space,
chairs, food, water, etc.) at the time of arrangement.
The teacher will need to check with school and divisional policies. It may be necessary to send
notification home to parents about the presentation and/or to get permission for students to attend.
If further correspondence is available, the students could create thank you notes afterwards to the
presenter(s).
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Lesson Plan #6: Native Soldiers – Foreign Battlefields
Subject Social Studies
Topic Aboriginal War Heroes
Grade 6
Objectives
To introduce students to various Aboriginal war heroes as outlined in the booklet Native Soldiers –
Foreign Battlefields.
To have students summarize and present a war hero.
To have students participate in a Sharing Circle style activity.
Learning Outcomes
Social Studies
6-KC-003 Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts
6-KI-012 Identify contributions of First Nations, Inuit, and Métis peoples to Canada’s war efforts
6-VG-040 Describe Canada’s involvement in the First World War and identify its impact on Canadian
individuals and communities
6-VG-042 Describe Canada’s involvement in the Second World War and identify its impact on Canadian
individuals and communities
ELA
1.2.3 Combine ideas – search for ways to reorganize ideas and information to extend understanding
4.2.5 Enhance presentation – prepare detailed and organized compositions, presentations, reports, and
inquiry or research projects using templates or pre-established organizers
4.4.2 Effective oral communication – use appropriate volume, phrasing, intonation, non-verbal cues
[such as body language, facial expression…], and presentation space to enhance communication
4.4.3 Attentive listening and viewing – demonstrate critical listening and viewing skills and strategies
[such as recognizing main idea and details, identifying inferences…] and show respect for the
presenter(s) through appropriate audience behaviours
Assessment
Teacher will observe the students for attentive viewing and listening skills. Errors will be documented
by anecdotal record.
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Teacher will observe the students for effective oral communication and will mark according to a prearranged “Speaking Club” rubric. The students will set the criteria for this rubric at the beginning of the
year. A sample rubric is included at the end of this lesson plan.
Students will submit their research organizer for marks after their presentation. Teacher will provide
feedback where necessary.
Students will be given the opportunity to reflect on the Sharing Circle style of presentation and why they
like or dislike it.
Connection to the Last Lesson
This lesson is meant to take place after a study of the World Wars in Social Studies.
This lesson is also part of a larger thematic unit on War and Remembrance.
Flexible Grouping
Activating – Students will work as a whole group to read aloud, in small groups to locate 5 V.I.P.’s
Acquiring – Students will work individually
Applying – Students will speaking individually, participate as a whole group in a Sharing Circle styled
presentation
Activating
1) Teacher and students will read aloud the pamphlet “Aboriginal Veterans: Stories of Honour and
Heroism”. Discussion will take place as questions arise.
2) Students will work together in small groups to identify 5 Very Important Points within the reading. A
representative from each group will present their points to the class.
**PLEASE NOTE: I have already included this pamphlet in an earlier lesson plan (see lesson plan #2). If
we have already covered the material in this pamphlet then it will only be used for the 5 Very Important
Points section as a means of refocusing the students.
Acquiring
1) Students will draw the name of an Aboriginal Veteran, whose name and short write-up appears in
Native Soldiers – Foreign Battlefields, from a hat.
2) Students will be given the corresponding reading and a list of questions to answer using their writeup.
3) Students will read and summarize their write-up individually.
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4) If students complete their summary early, they may have the choice of summarizing a second
Aboriginal Veteran or working on other assignments related to the thematic unit. This may prove to be
a good time for students to type up good copies or to work on their medal design.
Applying
1) Once all students have had the opportunity to complete a summary, the class will gather in a circle
(outside if weather permits). This will likely take place on the following day.
2) Students will be instructed that they will only be able to speak when they are in possession of the
talking stick/rock. This is to ensure that only the speaker has the floor and that all other participants are
actively and attentively listening and showing respect for the speaker.
3) Students will pass the stick around the circle until everyone has had the opportunity to share about
their Veteran. Thus, this activity may last more than one day to ensure that everyone has a chance to
speak.
4) Students will then be given time to reflect in their notebooks about the activity, in particular about
the style of presentation. Students will be asked if they liked or disliked the Sharing Circle and must give
explanation to back up their decision.
Learning Resources
At least 1 copy of Native Soldiers – Foreign Battlefields, published by Veteran’s Affairs Canada. If
available, a class set would be beneficial but selected biographies may be photocopied if there are not
enough copies to go around. Up to 10 copies of the booklet can be ordered at one time for free at:
https://crorders-commandescss.vac-acc.gc.ca/order.php?m=categories&lang=en, Historical Booklets.
Copies of “Aboriginal Veterans: Stories of Honour and Heroism” from Indian and Northern Affairs,
available at: http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/vet-eng.pdf, 1 per student (may already have
from a previous lesson, do not make multiple copies)
Talking stick/rock – something the students can hold onto to signify that it is their turn to talk
“Speaking Club” rubric, as set by the students as the goals they wish to strive for, 1 per student (for
teacher only)
Guided research questions, one per student
Different Ways of Learning
Learning Styles
Auditory
Students will listen attentively and respectfully to their fellow students’ presentations.
Visual
Students will read short biographies, some of which contain pictures.
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Tactile
The speaker will get to hold the talking stick/stone during the presentation portion.
Kinesthetic
Students will sit in a circle (outside in the grass if weather permits) to participate in a Sharing Circle style
of presentation.
Thinking Styles
Concrete sequential
Students will each be responsible for the summary and presentation of 1 individual.
Abstract sequential
Students will work alone to complete their summary.
Abstract random
Students will participate in a Sharing Circle style presentation involving the whole class.
Multiple Intelligences
Verbal/linguistic
Students will read information.
Students will write summary (answer questions).
Students will present their summary orally in a Sharing Circle style presentation.
Visual/spatial
Students will read information, some of which will contain pictures.
Students will view the speaker during the presentations.
Interpersonal
Students will work in small groups to identify Very Important Points (VIPs).
Students will participate as a whole group in a Sharing Circle style presentation.
Intrapersonal
Students will complete self-reflections after the presentations on the style of presentation.
Notes
This class is expected to take 3 days to complete, allowing for 1.5 days of presentation, and 0.5 days of
student self-reflection.
Students who are struggling in reading comprehension may be paired up with a partner for this activity
to ensure the success of all students. They would present together.
The guided research questions may be posted on a SMART Board or overhead projector for all students
to see or may be given to each student individually in the form of a graphic organizer to complete. If
provided on a SMART Board or overhead, students will be encouraged to create their own graphic
organizer.
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Date: __________________________
Name: _________________________________
Guided Research Questions – Native Soldiers – Foreign Battlefields
1. Book details in APA format:
Last name, initial. (year of publication). Title of the book, remember to only capitalize the first word. City
of Publication, Province/State/Country: Name of Publisher.
2. Name of the Aboriginal Veteran:
3. Where did he/she come from (hometown/reserve)?
4. In what war(s) did he/she serve?
5. Did he/she receive any medals for their service? Circle:
If yes, which medal did he/she receive and why?
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6. Did he/she return home from the war?
7. List 2-5 other facts you learned about your Veteran:
8. If you could ask your Veteran a question, what would you ask them? Why?
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Speaking Rubric for:___________________________Date:__________________
Eye contact
5
4
3
2
1
Speaking loud and clear
5
4
3
2
1
Expression
5
4
3
2
1
Class selected criteria:
_______________________
Total:
5
4
3
2
_______
20
1
Speaking Rubric for:___________________________Date:__________________
Eye contact
5
4
3
2
1
Speaking loud and clear
5
4
3
2
1
Expression
5
4
3
2
1
Class selected criteria:
_______________________
Total:
5
4
3
2
_______
20
1
Speaking Rubric for:___________________________Date:__________________
Eye contact
5
4
3
2
1
Speaking loud and clear
5
4
3
2
1
Expression
5
4
3
2
1
Class selected criteria:
_______________________
Total:
5
4
3
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2
1
_______
20
IIK by Tamara Hancock
Lesson Plan Idea #1: Watch a Video
**Please note that this is not a complete lesson plan. It is an idea for another activity that I would like to
do in my classroom using materials found for my Indigenous Inquiry Kit.
Students could watch the video Wapos Bay: Something to Remember, available for loan through the
Instructional Resource Unit in Winnipeg (call number D-11111). This video is part of the Wapos Bay
series set in a fictional Northern Saskatchewan Cree Community. In this video, T-Bear must prepare a
speech for the Remembrance Day service in his community and he interviews some elders to get some
background information to do so. In a subplot, Raven attempts to show her appreciation for a teacher.
Prior to watching the video the students could watch the opening sequence and comment on what they
think they may be about to view.
In the video, the children offer tobacco and fabric to the elders when they speak to them about their
memories of the war. If we were to have an Aboriginal guest speaker in the classroom during the course
of the thematic unit (or at any time during the course of the year for that matter), the students could
give an offering of tobacco and fabric as a thank you to the speaker.
Lesson Plan Idea #2: Make a video
**Please note that this is not a complete lesson plan. It is an idea for another activity that I would like to
do in my classroom using materials found for my Indigenous Inquiry Kit.
After watching the stop-motion animation video Wapos Bay: Something to Remember, students may be
given the chance to create their own stop-motion animation scenes to portray how they would show
appreciation and respect to a Veteran. Students would have to work in groups to complete this project.
It would require several digital cameras and tripods, computers with Windows Movie Maker or similar
program, and microphones. This would be a time consuming project but one that the students would
likely enjoy, and it would also incorporate some I.C.T. into the thematic unit.
Lesson Plan Idea #3: Make a Comic
**Please note that this is not a complete lesson plan. It is an idea for another activity that I would like to
do in my classroom using materials found for my Indigenous Inquiry Kit.
Instead of making a stop-motion animation video, students could use clay to build characters to
photograph to make a comic portraying how they would show appreciation and respect to a Veteran.
Students would use Comic Life to complete this project. It would be less time consuming than making
stop-motion animation scenes but would still require several digital cameras and tripods.
Another option would be to allow students the choice of working together in small groups to create a
stop-motion animation scene or to work individually to create a comic (combining lesson plan ideas #2
and #3).
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Lesson Plan Idea #4: Listen to Music
**Please note that this is not a complete lesson plan. It is an idea for another activity that I would like to
do in my classroom using materials found for my Indigenous Inquiry Kit.
I have found a CD of Pow Wow music that pays tribute to/honours Veterans. It is available for purchase
at http://www.worldwidesunshine.com. Included with this kit is a copy of that CD.
Students could listen to one or more of the songs on the CD and complete a listening reflection activity.
The Royal Canadian Legion has a jukebox of music that pays tribute to Veterans and soldiers but it does
not contain any Aboriginal music. This CD will offer a nice balance to a listening activity.
Students may also be challenged to find the beat in the song and create a dance to represent that beat.
This would allow students the opportunity to get up and move around the classroom and to use their
body as an instrument of their learning.
Lesson Plan Idea #5: Novel Study
**Please note that this is not a complete lesson plan. It is an idea for another activity that I would like to
do in my classroom using materials found for my Indigenous Inquiry Kit.
As part of my whole thematic unit, I plan on reading Joseph Bruchac’s novel Code Talker: A Novel about
the Navajo Marines of World War Two. While this is not a novel about Canadians, it is a novel about
Aboriginal people who played a critical role in the success of the United States of America in World War
II. I may include the novel as part of a Literature Circle set up and designate it for stronger readers.
However, I plan on using it as a read aloud in the class and would create a modified Literature Circle for
the class as a whole to participate in.
Scholastic.com has a discussion guide available to support Literature Circles using this novel. I would use
those questions as journaling questions.
I would also use select exercise from S&S Learning Materials’ Novel Ideas to further explore the book.
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War and Remembrance:
Aboriginal Veterans and
Their Contributions to
War Efforts from
World War I to the Present
____________________________________
Indigenous Inquiry Kit
Section 6: Annotated Bibliographies
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Annotated Bibliography #1: Aboriginal Veterans: Stories of
Honour and Heroism
Available at: http://www.ainc-inac.gc.ca/ach/lr/ks/rrds/rrds_infsht_vet-eng.asp
Author: Published under the authority of the Minister of Indian Affairs and Northern Development
Date: Ottawa, 2000
ISBN: 0-662-30121-8
This website contains a PDF printable overview (4 pages) of contributions of Aboriginal peoples to World
War I and II. It culminates in an activity in which students design a medal that they would award an
Aboriginal veteran for their war service.
This activity would be used to introduce the topic of Aboriginal war veterans and remembrance. The
medal making activity could be extended in the following ways:
- Students can first design their medal on paper and then create it using cardboard, ribbon and paper
along with students’ own art supplies (pencil crayons, markers).
- Students can make a medal for an Aboriginal veteran and a medal for a general veteran. Students
would be asked to complete an explanation of how the medals are different and/or alike and why they
chose the designs.
Annotated Bibliography #2: Canada Remembers: Aboriginal
Canadians in the Second World War
Available at: http://www.vac-acc.gc.ca/content/history/secondwar/fact_sheets/pdf/aborigin.pdf
A fact sheet from Veterans Affairs Canada which includes brief write-ups on six Aboriginal veterans who
served in Canada’s military during World War II. Images on the fact sheet include a photo of Sgt. Tommy
Price and images of the medals he received in 1945 at Buckingham Palace as well as a photo of recruits
from Saskatchewan’s File Hills community posing with elders, family members and a representative
from Indian and Northern Affairs.
Students could be broken down into groups to summarize the write-ups. Using a jigsaw strategy,
students could be regrouped to teach each other about what they have learned.
The images of Sgt. Tommy Prince’s medals could be shown prior to students creating medals for
Aboriginal veterans in the Aboriginal Veterans: Stories of Honour and Heroism activity.
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Annotated Bibliography #3: National Aboriginal Veterans
Monument Activities
Available at: http://www.vac-acc.gc.ca/pdf/history/aboriginal/colour_e.pdf
A “colouring sheet” activity from Veterans Affairs Canada which introduces students to the National
Aboriginal Veterans Monument in Ottawa, which was unveiled in 2001. In the first part of the activity
students are asked to think about what colours they think the monument should be and then the
students get to colour it. Students are then asked to design their own monument for Aboriginal
Veterans.
I would accompany this activity with a picture of the actual monument.
As an extension to the activity, students may be allowed to actually produce their monument using clay
or plasticine. When all students have completed their monuments, students could participate in a
gallery walk to admire and assess each monument.
Annotated Bibliography #4: Canada Remembers Aboriginal
Veterans Crossword Puzzle
Available at: http://www.vac-acc.gc.ca/pdf/history/aboriginal/crossword_e.pdf
A cross word puzzle from Veterans Affairs Canada that is meant to accompany the Aboriginal-Canadians
Second World War public information sheet and the Native Soldiers – Foreign Battlefields historical
booklet. Both resources are currently on order from Veterans Affairs Canada.
This activity could be used as an assessment tool after a study of the historical booklet and fact sheet.
This activity could also be used by students as a way to fill time for those students who have finished
their monuments early.
As the historical booklet and fact sheet may be a higher reading level, it may be necessary for the
teacher to create a word bank to help the students. Extra words and names could be added to the list
so add a degree of challenge to the activity.
~ 75 ~
IIK by Tamara Hancock
Annotated Bibliography #5: Code Talker Discussion Guide
– Literature Circle Questions and Answers
Available at: http://www2.scholastic.com/browse/collateral.jsp?id=10825
This discussion guide, prepared by Scholastic Inc., is meant to accompany Joseph Bruchac’s novel Code
Talker: A Novel about the Navajo Marines of World War Two. It contains a brief book summary,
literature circle questions based on Bloom’s Taxonomy and answers to the questions. It also contains 3
additional activities that could be completed to further extend the concepts discussed.
The questions listed could be discussed in small groups or could be written about in journals.
It should be noted that the questions are not listed in the order that they appear in the book, and thus it
will take some attention from the teacher to reorganize the questions so that they can be discussed in
order. In doing so, instead of waiting till the end of the novel to address the questions, students can
break up their reading in smaller chunks and then have time to reflect on those smaller chunks.
Annotated Bibliography #6: Video - Tommy Prince
Available at: http://www.histori.ca/minutes/minute.do?id=14741
Part of the Historica Minutes series of commercials, this episode consists of excerpts of comments about
Sgt. Tommy Prince while his body is being dressed for his military funeral. His uniform and many medals
are displayed.
This video would be a good activator for a lesson on Sgt. Tommy Prince, Canada’s most decorated
Aboriginal veteran. The video could be stopped just before the body is shown in the coffin to see if
students have any ideas of who Tommy Prince is based on the images during the first part of the video.
After a discussion, the students can finish watching the video and then share their thoughts, feelings or
questions.
~ 76 ~
IIK by Tamara Hancock
Annotated Bibliography #7: Video - Aboriginal Canadian
Veterans
Available at: http://www.vac-acc.gc.ca/remembers/sub.cfm?source=history/aboriginal/video
This is a short video with sound-bites from Aboriginal veterans on the contributions of Aboriginal
soldiers and veterans to the wars. There is a script of what is said on the video which accompanies the
video in the site.
This video would be used to introduce the topic of Aboriginal war veterans and remembrance. Students
could be asked to comment on the video or share any thoughts they have in relation to the video or the
topic of Aboriginal war veterans.
Annotated Bibliography #8: Music Video - The Veterans
Honoring Song
The Pipestone Singers at Lac Courte Oreilles Ojibwe Pow Wow
Available at: http://www.turtleisland.org/news/news-veterans.htm
This video of The Pipestone Singers at the Lac Courte Oreilles Ojibwe Pow Wow shows drummers sitting
around a drum singing their honour song for war veterans. In the background soldiers can be seen
dancing in beat to the drumming.
Students could be asked to reflect on mental images the music brings to mind as they listen to the song.
Students could also compare this song to a contemporary (Hit List/Top 40) song.
This video is useful to show students who have not been a part of a Pow Wow how the drumming,
singing and dancing are all related.
Annotated Bibliography #9: Music Video - Bear Creek –
Veterans Song
Available at: http://www.youtube.com/watch?v=5RmpUr23hqY
This video shows a drumming circle at a Pow-Wow as they play their song for the veterans.
Students could be asked to reflect on mental images the music brings to mind as they listen to the song.
Students could compare this song to a contemporary (Hit List/Top 40) song.
~ 77 ~
IIK by Tamara Hancock
Annotated Bibliography #10: Music Video - Little Otter Singers Veterans Honor Song at LCO Honor The Earth Pow Wow
Available at: http://www.youtube.com/watch?v=7z7LI2e4PZ8&feature=related
This video of Little Otter Singers at the LCO Honor The Earth Pow Wow shows drummers sitting around a
drum singing their honour song for war veterans. This video also showcases some of the dancing done
to accompany the drumming.
Students could be asked to reflect on mental images the music brings to mind as they listen to the song.
Students could compare this song to a contemporary (Hit List/Top 40) song.
This video is useful to show students who have not been a part of a Pow Wow how the drumming,
singing and dancing are all related. As there is a more of a focus to this video of the dancing rather than
the drumming, students will better see how the dance is done. Students may be able to circle the
classroom doing the step dance as demonstrated in the video.
Annotated Bibliography #11: Music Video - Black Lodge Singers
- Soldier Boy (Veteran Song)
Available at: http://www.youtube.com/watch?v=JXptc4EG4J8&feature=related
This video includes a still picture of the CD cover, but the music is clearly heard. This song is a little more
contemporary than the other veterans’ songs.
Students could be asked to come up with a dance to accompany this song.
Students could be asked to reflect on mental images the music brings to mind as they listen to the song.
Students could compare this song to a contemporary (Hit List/Top 40) song.
~ 78 ~
IIK by Tamara Hancock
Annotated Bibliography #12: Cree Code Talkers Kept Allied
Secrets Safe during the Second World War
Available at: http://www.vac-acc.gc.ca/youth/sub.cfm?source=feature/week2001/media01/cree
A brief write-up of an interview with Charles Tomkins, a Canadian Cree who was a “Code Talker” for the
Canadian Armed Forces during World War II. As the Americans were finding successes with their Navajo
Code Talkers in their conflict against Japan in the Pacific, the Canadian Armed Forces came up with the
idea of using a Native language in their campaign against Germany. Charles Tomkins was one of those
men who sent and received coded messages about strategic bombings and other events in the later
years of World War II.
This webpage could be referenced when talking about the Navajo Code Talkers to showcase the Cree
nation’s contribution to the war effort. As it contains some pieces of an interview with Charles Tomkins,
it could be used alongside the novel Code Talker: A Novel About the Navajo Marines of World War II as
part of a study of the language contributions of Aboriginal people to the war effort.
Annotated Bibliography #13: Canada’s Windtalkers by David
Stonehouse
Available at: http://www.davidstonehouse.com/articles/windtalkers.htm
An article from the Globe and Mail in 2004 in which David Stonehouse describes the contributions of
Charles Tomkins to the Canadian war effort in Germany in World War II. The article is written in
response to the Hollywood release of the movie Windtalkers starring Nicolas Cage and Adam Beach. In
the article, Stonehouse mentions that Charles Tomkins may well be the last of the Canadian Code
Talkers alive (in 2004).
This webpage could be referenced when talking about the Navajo Code Talkers to showcase the Cree
nation’s contribution to the war effort. As it contains some pieces of an interview with Charles Tomkins,
it could be used alongside the novel Code Talker: A Novel About the Navajo Marines of World War II as
part of a study of the language contributions of Aboriginal people to the war effort.
~ 79 ~
IIK by Tamara Hancock
Annotated Bibliography #14: Website - Aboriginal Veterans
Tribute Homepage
A site honouring Canada's Aboriginal Veterans - dedicated to their descendants
Available at: http://www.vcn.bc.ca/~jeffrey1/tribute.htm
A website dedicated to the Aboriginal soldiers who served in Canada’s Armed Forces during times of
conflict with the world. The site contains photos of soldiers, their medals and paperwork as well as lists
of names of the soldiers who died while in service to Canada. The site says there are more the 5300
names listed in the Detailed Aboriginal Veterans Honour lists from WWI to present day.
This site is a great reference for names and faces of those who served as part of the Canadian Armed
Forces during the great wars and for those who we remember with pride on Remembrance Day.
Students could be shown sections of the site as part of the unit.
Students could be broken into small groups and allowed to read, summarize and share selections of the
content on the site, which is sorted into categories.
Annotated Bibliography #15: Aurora Borealis (Art Idea)
Available at: http://www.asc-csa.gc.ca/eng/educators/resources/astronomy/module3/lesson2b.asp
This art project uses oil pastels and blending to create the Northern Lights (Aurora Borealis) in the night
sky. The silhouettes created in the foreground can be modified to match content being studied.
I have done this project with students in the past and they have enjoyed it greatly, making multiple
images in a relatively short period of time.
This art lesson would be an extension to Larry Loyie’s book When the Spirits Dance. At the end of the
book there is a discussion between Lawrence and his grandmother about the Northern Lights, which are
considered to be the spirits of the ancestors looking down upon them.
Students would be encouraged to create silhouettes of veteran memorials (ie. Crosses) or of images
from the book, including the wilderness or the camp where Lawrence and his grandmother boiled sap.
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Annotated Bibliography #16: Navajo Code Talkers’ Dictionary
Available at: http://www.history.navy.mil/faqs/faq61-4.htm
This is a listing of Navajo words that made up the Navajo code used by the United States of America
during World War II.
This dictionary would be used as part of an introduction into the Navajo Code Talkers, which in itself is
an introduction to the novel Code Talker: A Novel About the Navajo Marines of World War Two by
Joseph Bruchac.
Students could use this code dictionary to translate their own names into the Navajo code.
Students could use this code dictionary to create their own messages to be translated by other students.
Annotated Bibliography #17: Navajo Code Talkers - World War
II Fact Sheet
Available at: http://www.history.navy.mil/faqs/faq61-2.htm
This fact sheet outlines who the Navajo Code Talkers were and what they did during their service in the
Second World War
This fact sheet would be used as a point of reference during a lesson plan on Code Talkers. The lesson
plan is used as an introduction to the novel Code Talker: A Novel About the Navajo Marines of World
War Two by Joseph Bruchac.
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IIK by Tamara Hancock
Annotated Bibliography #18: Video: Wapos Bay - Something to
Remember
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number D-11111
This is a stop-motion animation video which is set in a northern Saskatchewan Cree community. In this
episode, T-Bear (one of the three children the series of Wapos Bay is centered around) must give a
speech at the community Remembrance Day service. To prepare, he visits with community elders to ask
about the involvement of community members in the wars. Through developing and giving his speech,
T-Bear learns why it is important to remember the past and to honour our war veterans. This episode
also contains a secondary story plot in which Raven learns about appreciation while teaching her
teacher about gift giving in the Cree culture.
This video is recommended for students in grades 1-6 and comes with a Teacher’s Guide with
recommended activities for students.
After watching the video, students could write a short essay on what they would offer to a war veteran
to show their appreciation for their service and explain why they would offer it. Final copies of the
essays could be read aloud in a speaker’s club exercise in which each student has an opportunity to
speak (read their essay) without interruption from others.
Students could also create their own stop-motion animation short after viewing this video to show how
they would show respect or appreciation for Canada’s war veterans. This would bring an I.C.T. element
into the classroom, as students would take digital photos of their clay figures and student created
backgrounds. An audio element could be incorporated into the final animation project using Audacity or
a similar program. This would be a lengthy project (similar projects have taken five 45min classes to
complete during Mini University).
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IIK by Tamara Hancock
Annotated Bibliography #19: Miscellaneous Supplies – Digital
Camera and Tripod
For use in support of an I.C.T./art project based on the Wapos Bay video Something to Remember
1) Digital Camera
The digital camera could be used as a tool in creating stop-motion animation clips centered
around the idea of showing respect and appreciation for our Canadian veterans. I have only
included the box of my camera in this kit as I would prefer to keep my personal camera at home.
In order to complete a stop-motion animation project within a reasonable time frame, more
than one camera would be required.
The digital camera could also be used to take pictures of visitors to our classroom (example –
veterans or members of the current Canadian military who come to speak to the class).
2) Camera Tripod
Used in conjunction with the digital camera during the creation of stop-motion animation clips.
The tripod provides stability to the camera and ensures that each image taken is taken at the
same angle and distance. As with the digital cameras, more than one would be needed (one
per digital camera).
Annotated Bibliography #20: Essay - Aboriginal Soldiers in the
First World War
Available at: http://www.collectionscanada.gc.ca/aboriginal-heritage/020016-4001-e.html
This Library and Archives Canada site provides an essay detailing the contributions made by Aboriginals
to the war effort, as well as their post-war struggle for equal rights. It also includes an image gallery.
This would be used as a resource for teachers.
~ 83 ~
IIK by Tamara Hancock
Annotated Bibliography #21: Documentary - Forgotten Warriors
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number D-8912
The documentary, approximately an hour in length, details the contributions of Aboriginal peoples to
the World Wars. It contains interviews with veterans and their families as the stories of the war are
recounted and retold. Still images and videos help the viewer understand what it was like to leave
home, be in the thick of battle, and return after the war.
This documentary does contain some images of dead soldiers and animals which may not be
appropriate for younger viewers.
There is a focus on the land settlement issues wherein Aboriginal soldiers were often not given the same
opportunities as other soldiers returning from the war in purchasing land at a cheap price as part of the
Canadian Soldier Veteran’s Settlement Act.
There is a lot of content in this video, some of which would be useful to this grade level and some that
may be more useful at older grade levels. Rather than showing this video in its entirety, it may be more
useful to show is small segments that pertain to classroom discussions and activities.
There is a section on Sgt. Tommy Prince and soldiers who received medals for their services.
Annotated Bibliography #22: Art Supplies – Clay
The clay included with this kit could be used (but is not limited to use) in the following ways:
1) To build a model monument honouring aboriginal war veterans
2) To build the characters of a stop-motion animation project
~ 84 ~
IIK by Tamara Hancock
Annotated Bibliography #23: CD - World’s Best Veteran Songs
Available for purchase at http://www.worldwidesunshine.com
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number CD 781.6297W67
From the website:
World's Best Veteran Songs
Pow Wow Drum Groups
This compilation package offers you some of the “World’s Best Veteran Songs” performed by some of
the best Pow Wow Groups in North America. It has been customary for the Veterans to participate in
every Grand Entry. Our Veteran representatives are those who served our country in battles around the
World. Native Veterans of the World Wars; The Korean War’ the Vietnam War and NATO Peace Keeping
events are leading another battle for equality. To All Veterans – We Salute You!
Songs:
1. Veteran Song - Whitefish Bay Singers
2. Veteran Song - Black Lodge Singers
3. Korean War Veteran Song - Eagle Tail Singers
4. Veteran Song - Grassy Narrows Singers
5. Veteran Song World War I- Red Scaffold
6. Veteran Song - Stoney Eagle
7. Veteran Song - Chi-Geezis Singers
8. Veteran Song - Thunder Mountain Singers
9. War Mother’s Sing White - Eagle Singers
10. Veteran Song - Pigeon Lake Singers
11. Veteran Song World War II - Willow Creek Singers
12. Veteran Song - Northern Wind Singers
I would use this music in the classroom as part of a listening activity in which the students would answer
questions about what they hear (some questions are reflective). There are other Veteran and tribute
songs available on the Royal Canadian Legion website in their jukebox, but none of the music there is
Aboriginal. This CD would add a nice balance to our classroom listening.
I would also have the students move around the room to the beat of the drum. Students would be
challenged to find the beat and come up with a dance to represent that beat.
~ 85 ~
IIK by Tamara Hancock
Annotated Bibliography #24: Art Supplies Used for the Aurora
Borealis Art Project
1) Oil Pastels
Used to create the northern lights displays in the night sky, will need more than one box for
classroom use, students will only need three colours each at a time (Triad). Please note that
wax crayons are not a suitable substitute and will not work for the purposes of this art project.
2) White paper (could also be manila tag or a more durable paper)
Used to make the template along which students will colour their northern lights display
3) Black construction paper
Used to make silhouetted shapes in the foreground of the project
4) Dark blue construction paper
Used as the background to the project (the night sky), students should be given one as a practice
piece prior to starting the project.
5) Scissors
Used to cut out the template and the silhouetted images for the foreground
6) Glue
Used to glue the silhouetted images onto the foreground of the project
7) Colour Wheel (not included in this kit at this time)
The colour wheel can be used to explain and demonstrate what a colour Triad is
8) Paper towel/Kleenex
To be used to cover up thumbs for students who wish to keep their hands clean.
~ 86 ~
IIK by Tamara Hancock
Annotated Bibliography #25: Art Supplies Used for the Creation
of Medals
1) Cardboard
Used to provide a strong backing for final medal design
2) Pencil crayons, crayons, markers
Used for designing images on medals
3) Ribbon
4 colours provided in this kit in different sizes (red, yellow, black, white), used for hanging final
medal design
4) White paper with pre-drawn shapes
Used as templates for medal designs, students may select a template to use to design their own
medal, could be used for both draft and final versions
5) Plain white paper
Available to students would wish to freehand draw a medal design, as opposed to using a
template
6) Glue
To be used in the creation of medal, to glue medal design onto cardboard, to glue ribbon to
medal, or whatever else the student comes up with
7) Scissors
Used to cut out medal design, cardboard backing, or to lengths of ribbon
Annotated Bibliography #26: Canada Remembers Aboriginal
Veterans
Available at http://www.vac-acc.gc.ca/pdf/cr/pi-sheets/Aboriginal-pi-e.pdf
A free pamphlet from Veteran’s Affairs Canada which briefly outlines the overall contributions of
Canada’s Aboriginal peoples to the war efforts.
This would be used as a resource for the teacher.
~ 87 ~
IIK by Tamara Hancock
Annotated Bibliography #27: S&S Learning Materials’ Novel
Ideas
A teacher resource book full or graphic organizers and activities students can undertake during the
course of a novel study. The activities cover reading comprehension, reasoning, and critical thinking and
include activities that range in complexity according to Bloom’s Taxonomy.
Selections of activities from this resource book would be offered during a whole class novel
study/modified literature circle using Joseph Bruchac’s novel Code Talker: A Novel about the Navajo
Marines of World War Two.
Annotated Bibliography #28: S&S Learning Materials’ Literature
Response Forms
A teacher resource book full of activities designed to enhance reading comprehension for any novel or
literature study. It contains over 60 reproducible worksheets.
Selections of this resource book would be used during a study of the novel When the Spirits Dance by
Larry Loyie.
Annotated Bibliography #29: Integrating Aboriginal Perspectives
into Curricula
This was a required text for the course.
It would be used as a teacher resource.
Annotated Bibliography #30: Independent Together
This was a required text for the course.
It would be used as a teacher resource.
~ 88 ~
IIK by Tamara Hancock
Annotated Bibliography #31: ELA Across the Curriculum
Thematic Unit Plan
I have included my ELA Across the Curriculum thematic unit plan in with my Indigenous Inquiry Kit as
this kit is intended to be included in the unit. This kit contains more information and activities than
could be completed and/or addressed during the course of my five week thematic unit. However, by
including my outline in with this kit it is hoped that one can gain insight as to what I plan to do with the
materials in this kit.
Annotated Bibliography #32: Tobacco and Fabric
In a ziplock baggie there is an offering of tobacco and fabric to be given to Aboriginal guests to the
classroom as a means of appreciation and respect. These items are included in this kit in relation to the
video Wapos Bay: Something to Remember (see Annotated Bibliography #18). The students will learn
through the video about giving tobacco and fabric to an elder when you are seeking information as a
way to show respect.
Please note that the “tobacco” currently included in this kit is shredded paper and not real tobacco. As I
do not plan on using this kit in the near future, I did not wish to purchase tobacco and have it sit and go
unused for an unknown period of time. Tobacco will be purchased at the time that it is needed to
ensure freshness.
Annotated Bibliography #33: Talking Stick
This is intended for use during Sharing Circle style presentations, such as when students present a
summary of an Aboriginal veteran (see Lesson Plan #6). It could also be used at any time when it would
be ideal for one student to speak and others to listen respectfully.
~ 89 ~
IIK by Tamara Hancock
Annotated Bibliography #34: CD – 2009 ReVision Quest Season
Two Episodes
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number CD 971.00497R49
This CD contains ten episodes from the 2009 season of CBC Radio One’s ReVision Quest. The sixth
episode, entitled “Natives in the military” discusses why so many Aboriginal men and women enlist in
the Canadian army, a trend that has extended from World War 1 to present day. Veterans and currently
enlisted soldiers about to deploy to Afghanistan are interviewed.
This selection could be used as a listening activity. A question bank could accompany the listening
exercise to ensure that students are listening attentively and making meaning of what they are hearing.
Annotated Bibliography #35: VHS Video – Fallen Hero: The
Tommy Prince Story
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number 8905
A documentary of Tommy Prince, one of Canada’s better known war heroes. The video focuses on his
life and his lasting legacy from the poverty of his isolated reserve, both of his journeys to war and back,
and his life as an Aboriginal in Canada.
Students may be asked to complete a “3, 2, 1” reflection on the video, recording three important things
they learned from the video, two questions they have, and one insight. Reflections can be written
individually and then shared in small groups to further understandings.
~ 90 ~
IIK by Tamara Hancock
Annotated Bibliography #36: VHS Video – The Sharing Circle
Season II Show 11: When Veterans Dance
Borrowed from the Instructional Resource Unit
Main Floor, 1181 Portage Avenue
Winnipeg, MB
R3G 0T3
website: http://www.edu.gov.mb.ca/k12/iru
online catalogue: http://library.edu.gov.mb.ca
Call Number 2114
In this episode of the television series The Sharing Circle, Lisa Meeches explores the heroism of the
many Aboriginal men and women who have served in the Canadian military. She extends her
exploration of their valuable contributions into how Canada as a nation has failed to properly honour
their Aboriginal soldiers and veterans.
Prior to watching the video, students could complete an Admit Slip predicting what they think the video
will be about. After viewing the video, student could complete an Exit Slip in which they reflect on their
learning and describe how they would feel if their service to Canada was not honoured.
~ 91 ~